Bergman, D., L. Rasmussen, K. Chang, V. Nelson. Assessment of self-determination in adolescents with neonatal brachial plexus palsy (NBPP). Developmental Medicine & Child Neurology 57, no. 19 (2015). doi: 10.1111/dmcn.28_12887
No abstract is available.
Linton, Dale B. “International Christian Schoolteachers’ Traits, Characteristics, and Qualities Valued by Third Culture Kids.” Journal Of Research On Christian Education 24, no. 3 (September 2015): 190-211. doi: 10.1080/10656219.2015.1102665
Abstract: In this qualitative grounded theory study, 24 participants, referred to as third culture kids(or TCKs), ages 18–30 years, who had previously attended international Christian schools were interviewed to determine the dispositions they valued in their teachers. Incorporating principles of grounded theory, a series of rigorous steps were undertaken resulting in the construction of three primary findings TCKs valued in international Christian schoolteachers. These findings were then situated within an extensive literature review. The results provide insight into the “ideal” international Christian schoolteacher desired and valued by TCKs. These findings should be of great interest to anyone responsible for training, preparing or recruiting international Christian schoolteachers, and/or providing ongoing professional development to the teachers in such schools.
Gullen, Kristine, and Tovah Sheldon. “Synergy sparks digital literacy.” Journal Of Staff Development 35, no. 2 (2014): 36-39.
Abstract: Knowledge has become an accessible commodity, and reaching for information on the Internet is remarkably comfortable and intuitive to most youth. Yet the unrestricted access and unabashed confidence of students using digital devices has placed many educators on unfamiliar and sometimes uncomfortable footing. Educators are often no longer the only experts on the information, tools, and know-how used to gain knowledge.
For teachers, becoming proficient with digital tools isn’t enough. With the exponential rate of innovation, and the creation of websites, apps, and devices, roles are changing. The person whose disposition is to be curious, confident, and eager to try something new, explore, engage, and try again learns what is needed to teach and lead regardless of age or position.What are the implications for the classroom? How do educators cultivate and grow this new type of learner? How do educators become this type of learner?
Linton, Dale. “Ineffective Teachers: A View from the Desk.” Christian School Education 17, no. 1 (2013): 10-12.
Abstract: I have a saying: “Good teaching is good teaching is good teaching.” Essentially, this means that it is rather easy to identify a good teacher from an ineffective one. Effective teachers seamlessly blend together positive personality traits, content knowledge, and pedagogical skillfulness coupled with an in-depth understanding of their students and their learning needs. This entire package is evidenced in the consistent performance of the teachers and the learning achievement of their students. Conversely, ineffective teachers struggle on multiple fronts, typically with glaring deficiencies.
Ingles, Sally. “The Group Assessment Procedure: Predicting Student Teaching Performance.” Journal of Scholastic Inquiry: Education 1, no. 1 (2013): 120-133.
Abstract: many educational reformers presume that teacher quality will improve if teacher preparation programs simply raise standards of academic selection criteria. However, these traditional criteria are poor predictors of student teaching performance. Instead, teacher preparation programs are in need of admission criteria that will identify candidates who are most likely to succeed in student teaching. The Group Assessment Procedure, which measures soft skills, may fulfill that need. As an alternative to the individual interview and a derivative of the assessment center method for selecting managers in the field of business, the Group Assessment Procedure is a 90-minute, simultaneous interview of numerous candidates. Evidence of the Group Assessment Procedure’s validity as a selection tool was limited to teacher candidates attending large public institutions of higher education in both Israel and Utah. The purpose of this study was to validate the Group Assessment Procedure as a viable teacher candidate selection tool at a small, private university in the Midwest. This nonexperimental, predictive validity study examined the relationship between teacher education candidates’ Group Assessment scores and grade point average (GPA) with student teaching performance scores. Findings of this study suggest that Group Assessment Procedure scores are better predictors of student teaching performance scores than GPA at the time of admission. If implemented, these findings will empower teacher education programs to efficiently select teacher education candidates who are most likely to succeed in student teaching.
Wilcox, Kathleen A., Elizabeth Murakami-Ramalho, and Angela Urick. “Just-in-time Pedagogy: Teachers’ Perspectives on the Response to Intervention Framework.” Journal of Research in Reading 36, no. 1 (February 2013): 75–95. doi:10.1111/j.1467-9817.2011.01494.x.
Abstract: The purpose of this mixed methods research is to examine teachers’ perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy skills. Using the International Reading Association’s RTI principles, the following question directed this inquiry: what are the perspectives of teachers in various educational, geographic, economic and cultural settings of the RTI? The research was developed through questionnaires, focus groups and semi-structured interviews. Findings revealed that teacher professional development, assessments and collaboration for instruction were highly integrated themes when developing RTI strategies as reforming practice and increasing student literacy. Michigan and Texas teachers were more confident and comfortable in measuring and identifying students with reading difficulties over their ability to prevent learning disabilities through their instruction.
Murakami-Ramalho, Elizabeth and Kathleen A. Wilcox. “Response to Intervention Implementation: A Successful Principal’s Approach.” Journal of Educational Administration 50, no. 4 (2012): 483-500. doi:http://dx.doi.org/10.1108/09578231211238602.
Abstract: Purpose – The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction. Design/methodology/approach – Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three-tiered intervention approach beginning with the classroom teacher. Findings – Findings show the strategies one principal used to implement RTI practices using a whole-organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations. Research limitations/implications – Research implications relate to the limited sample a single-case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes. Practical implications – Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children. Originality/value – This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.
Kirby, Angela M. “State Reforms Threaten Remote Community Life.” Ethnography And Education 6, no. 2 (January 1, 2011): 161-177. doi: 10.1080/17457823.2011.587356
Abstract: This paper reports on an ethnographic study of administrators, faculty, parents and community members in one remote Michigan school district. The purpose of the study is to describe and explain how Michigan’s educational reform perspective–arguably similar to the education reform perspectives of many states–encountered the educational perspective of members of one of the state’s most remote communities. I described education’s reform perspective, noted its conceptual coherence and conformity with calls for an improved – that is, more demanding, progressive, coordinated and centralised – system. The goal was to understand how that perspective encounters the educational perspective of a remote community. Put simply, the results suggested that Michigan’s educational reform perspective poses a direct threat to that community.
Linton, Dale. “Schools as Communities.” Journal Of Research On Christian Education 17, no. 2 (September 2008): 247-249.
Abstract: Edited by James Drexler, PhD, of Covent College, this book is a compilation of various works by 21 experienced Christian educational practitioners affiliated with several Christian institutions of higher education, the Association of Christian Schools International, or current educational leaders in prominent K-12 Christian schools. Four central themes, “community,” “a grace based perspective,” “the ‘weightier issues of the law,’ and “culturally relevant and engaged,” are integrated throughout the book’s focus on various educational leadership issues and subjects. The book is divided into four sections: Building Community: Foundational Principles; Building Community Among Faculty and Staff; Building Community for Student, and Building Community with Others with Strategic chapters imbedded within each section. A “Now What? Application to Practice” is provided at the end of each chapter allowing the reader(s) a means of reflection and practical application of the principles presented.
Woods, Robert, Jason D. Baker, and Dave Hopper. “Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction.” Internet & Higher Education 7, no. 4 (December 2004): 281-297. doi: 10.1016/j.iheduc.2004.09.002
Abstract: The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard”s potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding.
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