College-ready students are able to understand what is expected in a college course and can benefi... more College-ready students are able to understand what is expected in a college course and can benefit from the course's intellectual lessons. College readiness encompasses a range of behaviors that reflect a high level of self-awareness, self-monitoring, and self-control as well as effective study behavior and study skills. Therefore, college readiness can be considered in terms of intellect, mindset, and disposition (Conley, 2007).It is beneficial to all stakeholders that students enter institutions of higher education ready for college. Lack of readiness can affect student success in the classroom and even impact students' levels of self-esteem (Venezia, Kirst, & Antonio, 2004). Student readiness may also impact retention rates, because institutions that do not adequately address college readiness can experience a decrease in retention rates for students (Chan, 2013). If students enter postsecondary institutions underprepared, then these students' deficits need to be reme...
Lecture is a much maligned classroom method of instruction. Like any other technique employed by ... more Lecture is a much maligned classroom method of instruction. Like any other technique employed by educators, there are both effective and ineffective ways to deliver content through a lecture format. Respecting that the college learner has changed, active lecturing strategies maximize student learning of course content, engaging both modern learners and teachers at higher levels. The active lecture strategies presented are grounded in Chickering and Gamson’s seven principles for good practice in undergraduate education and provide a balanced approach to providing content and opportunities to connect to the content that help students not only master the material presented in class, but also the out-of-class material students access in their readings and experiences.
Hrvatska Revija za Rehabilitacijska Istraživanja, 2017
Inclusive education has been gaining increasing attention from governments throughout the world. ... more Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general ...
This qualitative investigation, inspired by a social media post on a Facebook group devoted to pa... more This qualitative investigation, inspired by a social media post on a Facebook group devoted to pandemic pedagogy and the storm of responses from educators, proposes a new theoretical approach to the persistent problem of plagiarism Integrative Social Contract Theory describes the formal and informal social contracts embedded in understandings of academic integrity and plagiarism Although the COVID-19 crisis has elevated the issue of plagiarism through social isolation and forced distanced learning, the findings of this piece persist beyond the current situation and reaffirm that ensuring all those engaging in academic work hold the same norms to validate the social contract
Most cases of plagiarism involve a power differential where not every person has the same ability... more Most cases of plagiarism involve a power differential where not every person has the same ability to enter into a social contract. A social contract requires that each party understands the expectations or norms of the contract, has a voice in setting or changing the norms and has the ability to exit the contract. If those with less power want to gain power then they have to engage in activities bound by norms set by others with little or no ability to exit and no voice. Even if one determines that it is an option to choose a role that requires academic writing, even at the earliest grades, then the social contract demands a shared norm of what constitutes correct behavior. This study reviewed the abstracts of articles indexed in Google Scholar from 1999–2019 through the lens of integrative social contract theory (ISCT) and found, in the case of plagiarism, an existing consensus of correct behavior does not exist. Recommendations for establishing a social contract conclude the article.
In recent years, student populations within public schools in the United States have become incre... more In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.
Schools and education in general have made an implicit and, we would assert, explicit promise to ... more Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human aspects of ego threat.
Educational Policy Analysis and Strategic Research, 2018
Framed in terms of global policy pressures, this study explored differences in educator attitudes... more Framed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context.
Journal of Applied Research in Higher Education, 2019
Purpose Austerity approaches in higher education require choosing the highest leverage strategies... more Purpose Austerity approaches in higher education require choosing the highest leverage strategies of increasing student satisfaction. Attending to student perceptions of program/service quality (SERVQUAL) is a means to identify areas that have the greatest return on investment. The paper aims to discuss these issues. Design/methodology/approach This study explores how a program has applied the SERVQUAL model and survey to identify areas for growth. Findings The survey of 57 students in a cohort-based doctoral program demonstrated the smallest gaps (highest satisfaction) with the domains of empathy (1.33) and responsiveness (1.30) and the lowest with reliability (2.03), tangibles (1.97) and assurance (1.90). Practical implications While not all of the five dimensions are within the purview of a program to address (some may require funding that is determined at a college or university level), many of the gaps can be addressed by adopting procedures and policies that increase transpare...
This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the infor... more This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback.
Students with mild to moderate disabilities are included in classes whether or not the teacher ho... more Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.
It is not uncommon for students to find themselves underprepared when entering a post secondary i... more It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom. In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students' perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.
ABSTRACTThis article explores trust relationships in schools that involve disparities in power. T... more ABSTRACTThis article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher.
College-ready students are able to understand what is expected in a college course and can benefi... more College-ready students are able to understand what is expected in a college course and can benefit from the course's intellectual lessons. College readiness encompasses a range of behaviors that reflect a high level of self-awareness, self-monitoring, and self-control as well as effective study behavior and study skills. Therefore, college readiness can be considered in terms of intellect, mindset, and disposition (Conley, 2007).It is beneficial to all stakeholders that students enter institutions of higher education ready for college. Lack of readiness can affect student success in the classroom and even impact students' levels of self-esteem (Venezia, Kirst, & Antonio, 2004). Student readiness may also impact retention rates, because institutions that do not adequately address college readiness can experience a decrease in retention rates for students (Chan, 2013). If students enter postsecondary institutions underprepared, then these students' deficits need to be reme...
Lecture is a much maligned classroom method of instruction. Like any other technique employed by ... more Lecture is a much maligned classroom method of instruction. Like any other technique employed by educators, there are both effective and ineffective ways to deliver content through a lecture format. Respecting that the college learner has changed, active lecturing strategies maximize student learning of course content, engaging both modern learners and teachers at higher levels. The active lecture strategies presented are grounded in Chickering and Gamson’s seven principles for good practice in undergraduate education and provide a balanced approach to providing content and opportunities to connect to the content that help students not only master the material presented in class, but also the out-of-class material students access in their readings and experiences.
Hrvatska Revija za Rehabilitacijska Istraživanja, 2017
Inclusive education has been gaining increasing attention from governments throughout the world. ... more Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general ...
This qualitative investigation, inspired by a social media post on a Facebook group devoted to pa... more This qualitative investigation, inspired by a social media post on a Facebook group devoted to pandemic pedagogy and the storm of responses from educators, proposes a new theoretical approach to the persistent problem of plagiarism Integrative Social Contract Theory describes the formal and informal social contracts embedded in understandings of academic integrity and plagiarism Although the COVID-19 crisis has elevated the issue of plagiarism through social isolation and forced distanced learning, the findings of this piece persist beyond the current situation and reaffirm that ensuring all those engaging in academic work hold the same norms to validate the social contract
Most cases of plagiarism involve a power differential where not every person has the same ability... more Most cases of plagiarism involve a power differential where not every person has the same ability to enter into a social contract. A social contract requires that each party understands the expectations or norms of the contract, has a voice in setting or changing the norms and has the ability to exit the contract. If those with less power want to gain power then they have to engage in activities bound by norms set by others with little or no ability to exit and no voice. Even if one determines that it is an option to choose a role that requires academic writing, even at the earliest grades, then the social contract demands a shared norm of what constitutes correct behavior. This study reviewed the abstracts of articles indexed in Google Scholar from 1999–2019 through the lens of integrative social contract theory (ISCT) and found, in the case of plagiarism, an existing consensus of correct behavior does not exist. Recommendations for establishing a social contract conclude the article.
In recent years, student populations within public schools in the United States have become incre... more In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.
Schools and education in general have made an implicit and, we would assert, explicit promise to ... more Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human aspects of ego threat.
Educational Policy Analysis and Strategic Research, 2018
Framed in terms of global policy pressures, this study explored differences in educator attitudes... more Framed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context.
Journal of Applied Research in Higher Education, 2019
Purpose Austerity approaches in higher education require choosing the highest leverage strategies... more Purpose Austerity approaches in higher education require choosing the highest leverage strategies of increasing student satisfaction. Attending to student perceptions of program/service quality (SERVQUAL) is a means to identify areas that have the greatest return on investment. The paper aims to discuss these issues. Design/methodology/approach This study explores how a program has applied the SERVQUAL model and survey to identify areas for growth. Findings The survey of 57 students in a cohort-based doctoral program demonstrated the smallest gaps (highest satisfaction) with the domains of empathy (1.33) and responsiveness (1.30) and the lowest with reliability (2.03), tangibles (1.97) and assurance (1.90). Practical implications While not all of the five dimensions are within the purview of a program to address (some may require funding that is determined at a college or university level), many of the gaps can be addressed by adopting procedures and policies that increase transpare...
This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the infor... more This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback.
Students with mild to moderate disabilities are included in classes whether or not the teacher ho... more Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.
It is not uncommon for students to find themselves underprepared when entering a post secondary i... more It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom. In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students' perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.
ABSTRACTThis article explores trust relationships in schools that involve disparities in power. T... more ABSTRACTThis article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher.
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