Copy (3) Of Myers Susan Creatin A Cultural Self Portfolio
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William Allan Kritsonis, PhD Hall of Honor (2008) William H. Parker Leadership Academy, Graduate School Prairie View A&M University - The Texas A&M University System
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This document summarizes Jennifer Butcher's dissertation defense on factors related to job satisfaction and retention of alternatively certified teachers. The dissertation examined these factors through a quantitative survey and qualitative interviews. Key findings from the quantitative research included a profile of alternatively certified teachers, high levels of support from administrators and mentors, and a significant relationship between support and commitment to remain teaching. Qualitative findings identified reasons for entering teaching, factors assisting development such as mentors, and reasons for remaining such as love of teaching. The dissertation provided recommendations to improve retention of alternatively certified teachers.
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NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Anderson manuscript
The document discusses the influence of principals on school culture in light of increasing diversity in US schools. It argues that principals must embrace cultural diversity and promote acceptance of all students to create a supportive environment where students feel valued. Specifically, the summary discusses how principals should hire a multicultural staff, acknowledge cultural differences, and make all students feel special and accepted regardless of race or background to develop a culturally diverse school culture.
www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
This document summarizes a classroom activity designed to help education students visualize how Stanovich's four factors of reading development - cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation - differently influence each student's reading history. Students used play dough to represent the four factors around "history circles" on a paper, creating a "flower garden" visualization of diverse student histories. The activity helped students see each student as a unique "flower" requiring individualized support to develop reading skills.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]
This article summarizes a classroom activity designed to help education students visualize how individual learners are influenced by four factors that affect the learning process: cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation. Participants were given play dough in different colors representing the four factors and asked to use it to illustrate connections between the factors on a paper with circles labeled "history". The goal was to demonstrate both the cognitive and practical aspects of understanding diverse learners and how each learner's history is uniquely shaped by the interaction of these four influences.
CRITICAL THEORY AND PRESERVICE ART EDUCATION: ONE ART TEACHER EDUCATOR’S JOU...
This dissertation examines the author's experience providing inclusion training to preservice art teachers through the lens of critical theory. As an art teacher, the author initially struggled to effectively teach students with disabilities due to a lack of disability-specific training. This motivated the author to investigate how to better prepare art teachers for inclusion. The study involved conducting seminars on inclusion for seven preservice art teachers, applying principles of critical theory. Data sources included interviews and questionnaires with the preservice teachers. The findings showed critical theory impacted the author's teaching philosophy and identity as a teacher educator. It also helped the preservice teachers develop their teaching identities and competence in addressing educational dilemmas regarding inclusion. The implications suggest how critical theory can enhance inclusion training for
Boudreaux, mary keller urban preservice teachers perception nfmij v13 n1 2016
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Jose Lineros & Dr. Maria Hinojosa - www.nationalforum.com
This article explores three major theories of learning and student development: classical conditioning, operant conditioning, and information processing theory. Classical conditioning posits that learning occurs through strategic stimuli that create conditioned responses in students. Operant conditioning argues that reinforcement or punishment shapes students' innate behaviors. Information processing theory views students as actively processing new information based on their background and experiences. While each theory offers insights, they also have limitations in fully explaining the complexity of learning. Educational leaders should consider the strengths and weaknesses of these theories in designing learning environments and interventions.
Agnes, cave when learning is at stake nftej v20 n3 2010
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS
Learning in inclusive education research
This chapter examines research on learning in inclusive education. It defines inclusive education as aiming to transform school cultures to increase access, acceptance, participation, and achievement for all students. The chapter reviews two strands of inclusive education research - whole-school research and classroom-based research. It analyzes how different views of learning have informed this work and calls for future research to consider additional learning theories.
Desiree Skinner, PhD Student, PVAMU, Texas A&M University
This article argues that postmodernism can be used to improve educational practices and better serve students. It challenges the status quo in public schools by claiming that maintaining existing practices is easier and more cost effective but does not best serve students. The article advocates breaking rules and conventions to stimulate new ideas about how to reform educational systems and practices from a postmodern perspective in order to prioritize student needs.
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Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2
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www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
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Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]
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CRITICAL THEORY AND PRESERVICE ART EDUCATION: ONE ART TEACHER EDUCATOR’S JOU...
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Boudreaux, mary keller urban preservice teachers perception nfmij v13 n1 2016
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Agnes, cave when learning is at stake nftej v20 n3 2010
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- 1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL VOLUME 20, NUMBER 3, 2007 Engaging Secondary Postbaccalaureate Teacher Candidates in Dialogues about Diversity: Creating a Cultural Self Portrait Susan D. Myers Assistant Professor Texas Tech University Connie Wilson Anderson Assistant Professor Texas Tech University _____________________________________________________________________________ ABSTRACT This article examines one component of a fast-track teacher certification program designed for postbaccalaureate preservice teacher candidates recruited to teach in high need secondary schools. While the authors feel the integrated nature of this particular program