A Comparative Analysis of Elementary Education Preservice and Novice Teachers\u27 Perceptions of Preparedness and Teacher Efficacy

The focus of this study was threefold. First, the study sought to determine the validity and reliability of an instrument being used to measure teacher efficacy. After psychometric analysis, the Utah Teacher Efficacy Scale (UTES) was deemed as both a valid and reliable instrument for the purpose of measuring preservice and novice elementary school teacher efficacy. Second, this study analyzed teacher self-efficacy of preservice and novice elementary school teachers at two different points in a time - once at the end of their teacher preparation program, and again after they had taught for one academic year. The sample (N = 123) for this study was created from graduates of teacher preparation programs throughout the state of Utah. A two-factor repeated measures ANOVA design was used to measure one between-subjects factor (Factor A) and one within-subjects factor (Factor B). Factor A involved a comparison between two independent groups of prospective teachers based on the type of student teaching assignment, number of student teaching placements, and the number of literacy methods courses completed. The two levels of Factor B consisted of two different UTES measurement occasions. Results of this analysis indicated that preservice teachers in this study reported high teacher efficacy. As these individuals became teachers, their teacher efficacy fell, indicating there is room for improvement in presenting the realities of teaching. Additionally, teacher preparation program characteristics such as the type of student teaching experience (student teaching or internship), and the number of student teaching placements (one or two) do not seem to provide statistically significant advantages over time. The number of literacy methods courses, however, does seem to provide statistically significant advantages in securing and maintaining high teacher efficacy over time in the areas of global and reading teacher efficacy. Third, the study also analyzed how school context variables affect teacher efficacy. Novice teachers (N = 136) were asked to rate the usefulness of professional development and the helpfulness of the mentoring support they received. Results of this analysis showed that professional development and mentoring support, if perceived as useful and helpful, had a positive and statistically significant correlation with teacher efficacy

Through the Eyes of the Novice Teacher: Perceptions of Mentoring Support

This study examined the perceptions of elementary school beginning teachers (n = 136) across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Beginning teachers were asked to report the types of mentoring support they received and to rate the helpfulness of this support on the Mentoring Support Survey. Individual item scores and scale scores are reported. An analysis of variance was then used to compare the scale scores of teachers with the administrator-facilitated mentoring supports of common planning time with their mentors and/or release time to observe other teachers. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports. Of the two, provision of common planning time was the most important type of administrator-facilitated support

Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge

Using text structures of information books to teach writing in the primary grades

Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the English Language Arts Common Core State Standards (CCSS), they will need support and training on how to meet these increased curricular demands. In this article, we describe how children’s information books can be used as exemplars of well-structured text models to teach young students how to write selected discourse patterns required in the CCSS. As children in the primary grades learn to recognize and use well-structured example information texts as models for their own writing, they will be better prepared to deal with less well-structured, more complex text examples in their reading and writing in the years to come

Allogeneic Stem Cells Alter Gene Expression and Improve Healing of Distal Limb Wounds in Horses.

Distal extremity wounds are a significant clinical problem in horses and humans and may benefit from mesenchymal stem cell (MSC) therapy. This study evaluated the effects of direct wound treatment with allogeneic stem cells, in terms of gross, histologic, and transcriptional features of healing. Three full-thickness cutaneous wounds were created on each distal forelimb in six healthy horses, for a total of six wounds per horse. Umbilical cord-blood derived equine MSCs were applied to each wound 1 day after wound creation, in one of four forms: (a) normoxic- or (b) hypoxic-preconditioned cells injected into wound margins, or (c) normoxic- or (d) hypoxic-preconditioned cells embedded in an autologous fibrin gel and applied topically to the wound bed. Controls were one blank (saline) injected wound and one blank fibrin gel-treated wound per horse. Data were collected weekly for 6 weeks and included wound surface area, thermography, gene expression, and histologic scoring. Results indicated that MSC treatment by either delivery method was safe and improved histologic outcomes and wound area. Hypoxic-preconditioning did not offer an advantage. MSC treatment by injection resulted in statistically significant increases in transforming growth factor beta and cyclooxygenase-2 expression at week 1. Histologically, significantly more MSC-treated wounds were categorized as pro-healing than pro-inflammatory. Wound area was significantly affected by treatment: MSC-injected wounds were consistently smaller than gel-treated or control wounds. In conclusion, MSC therapy shows promise for distal extremity wounds in horses, particularly when applied by direct injection into the wound margin. Stem Cells Translational Medicine 2018;7:98-108

Providing Strategic Direction and Marketing Insights for a Mature Aquatic Facility

As local communities all over the country are facing declining usage of aquatic centers as they age, recreation departments must decide how to address the increasing loss of revenue while also continuing to provide a desired service. The purpose of this study was to evaluate the current situation of a municipal aquatic center located in the Southeast United States in order to determine what steps could be taken to increase usage and decrease negative cash flow. While the Center is still very functional, little has been done in recent decades to update or market it and usage has greatly declined. The study reports how the town sought outside expertise in order to determine what elements of the marketing mix may be better used to minimize the negative cash flow generated by the Center and direct future strategic planning. The SWOT analysis developed through the use of a nominal group is described with the panel\u27s recommendations for future steps and development options included. The town is now able to make an informed decision as to how best spend limited resources and direct efforts to not only resuscitate their aging facility, but also enhance the image of the town and develop much needed new revenue streams