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Due to the coronavirus (COVID-19) pandemic that began in December 2019, many people experienced traumatic losses, environmental stressors, and overall daily challenges. One of the populations most at risk during this time were those with an autism spectrum disorder (ASD). Those with mental health illness and developmental differences are experiencing the pandemic in different ways. Individuals with ASD tend to have both developmental differences and mental health challenges that motivate individuals to seek medicinal and therapeutic help, along with other services to support their daily needs. This literature review addresses the negative and positive impacts COVID-19 has had on the ASD population. There will be a focus on children and adolescents with ASD, who are experiencing virtual learning and how their social and emotional skills (SEL) might be at risk during this time due to these unforeseeable factors. Drama therapy techniques and interventions such as role-play, storytelling, projective tools, and embodiment will be explored as therapeutic options for the ASD population to work through areas of anxiety, depression, isolation, social-emotional learning skills, and overall wellness. The literature supports how these drama therapy interventions complement the ASD population in therapeutic services and can be a prominent benefit to combat the stressors of the COVID-19 pandemic.

Although mindfulness is often associated with wellness, relaxation, and simplicity, the literature surrounding it is extensive and often complex. The abundance of mindfulness research and resources presents a challenge for educators, parents, and other individuals interested in mindfulness-based intervention. This project examines the literature surrounding mindfulness with emphasis on interventions, targeted benefits, potential barriers, and key considerations to aid in the development of the resource guide, Mindful Resources: A Guide to Mindfulness-Based Interventions. Translating the information from the comprehensive literature review into this resource guide will simplify the process of selecting appropriate interventions and provide users with a sample of resources identified through research. School psychologists, educators, parents, healthcare professionals, and others can use this guide to enhance their understanding of mindfulness by learning about various effects with easier access to resources that can support the process of matching mindfulness-based interventions to their own needs, or the needs of others. Data collection forms were also created and incorporated into the resource guide to provide individuals with the means to monitor progress when necessary. This project presents the extent of effects that mindfulness can offer for minds and bodies with different needs, promotes awareness and access to the avenues available for practicing mindfulness, and provides educators, parents, and others with a sample of mindfulness-based interventions and resources feasible for a range of people.

My research was conducted on co-teaching and how it benefits students. Co-teaching can help maximize a student’s ability to learn. The benefits that facilitate a positive learning experience in a co-taught classroom can provide an opportunity for all students. Students with special needs are given the opportunity to acquire education and an environment that does not have any restrictions and are given the ability to learn beside their peers. If co-teaching is efficient, students with learning disabilities can gain academic growth and also attain skills to socialize with general education students. My inquiry consisted of different variations of co-teaching. Multiple models can be used by the professionals involved based on their area of knowledge and expertise. Effective co-teaching is most beneficial when teachers address the best possible teaching variation based on the specific needs of the class. Research indicated several issues that have been a concern by staff and administration in order for co-teaching to be present in today’s classroom. Cost, time, and professional development are areas of alarm that must be addressed in order for co-teaching to be effective. The results conclude that even though there is a lack of supportive evidence, school districts should consider a team approach to move away from a one teacher, one classroom system.

This paper explores the introduction of the new Teacher Performance Assessment (TPA) for graduate teachers in Australia. We investigate how the broader discussion around TPAs has been understood by multiple agents during an eight-month period from January 2019 to August 2019. Data includes legacy media, social media tweets and a survey of school leaders. The analysis draws on Bernsteinian (1975) theory about the way particular social relations produce differing sentiments of social unity. While eschewing a strict binary, legacy media was characterised by a mechanical solidarity which promoted the TPA as akin to a test. Contributions to social media and responses to the survey suggested an orientation to organic solidarity and a recognition of the complex inter-dependence of specialised roles within initial teacher education. These diverse social discourses carry the potential to influence the broader commission of what counts as graduate teacher quality.

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.

Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school-wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.

Professional learning provides the opportunity to improve teacher practice and student outcomes; however, challenges exist in ensuring that teachers can access quality professional learning. Teachers in regional and remote schools may have even more limited access to the expertise required to support changes in practice than their peers in metropolitan centers. This article reports on a continuing professional learning program designed to support teachers in two regional schools to implement a new approach to teaching reading in their schools. The findings from this research suggest that existing online learning platforms can be used to deliver targeted instructional coaching for teachers and support in-school coaches to improve their knowledge of reading instruction and their instructional coaching skills.

This paper provides an overview of insights and lessons learned from nearly 20 years of running a Master’s unit called Leadership in Sustainability and how it has been used to foster change agents in small business enterprises, as well as other parts of our economy and community. The unit is based on five ‘C’ pillars, which are discussed in this paper to show how the teaching was able to assist potential leaders in their journey towards sustainability. Collective Wisdom is the theory of how leaders have used their imagination to solve collective ‘wicked problems’ and how sustainability requires such wisdom. The unit covers such theory from innovation, complexity, leadership, management and sustainability literatures, and the students are required to show they used this in solving a problem. Conversations are the main tool that is used because only through integrating diverse opinions have solutions been found to such problems as sustainability. The unit is based around case studies from leaders (including SMEs) who have approached sustainability from various perspectives, and conversations were created with the leaders to illustrate this. Creativity is introduced as a tool that draws upon different layers of perspectives on how to tackle wicked problems, as well as facilitating the breadth of conversations and actions required to solve them. The unit requires students to make a creativity contribution and the teachers provide assistance in how to make this work. Contemplation is designed to show how leadership requires reflection to enable the creativity and conversations to reach the depth and breadth required. The unit introduces students to the Theory-U tools to help instil the link between creativity and reflection or contemplation in addressing sustainability challenges and enabling leadership that creates change in personal, organizational and social systems. Finally, Courage is shown as a necessary part of the role of a leader in sustainability to make the ma

It is important that teachers are conscious of and reflect upon their views of writing in order to support students to achieve writing outcomes. This study examined teacher views about which aspects of writing they considered most important in years one and two and explored how these views came to be formed. Four West Australian teachers participated in semi-structured interviews, during which they carried out a think-aloud process, voicing their thoughts as they examined, commented on, and evaluated young students’ writing samples. These data provided insights into their reasoning as they assessed children’s writing in years one and two. Findings revealed that participants focussed on the more surface-level, or secretarial aspects of writing, such as punctuation and ‘correct’ structure for the genre. The data indicated that teachers were particularly influenced by their knowledge of the contexts in which they worked, including knowledge they shared with colleagues, together with curriculum and systemic documents such as the Judging Standards materials supplied by the School Curriculum and Standards Authority (SCSA) or the NAPLAN marking guides. These results highlight how systemic assessments can shape teacher perceptions of writing more generally than the purpose for which they were originally intended.

Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.

Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.

For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.

This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers’ self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity

Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.

Not only does Information and Communication Technology (ICT) have the potential to increase the efficacy and efficiency of teaching and learning, it also has the potential to lessen administrative obligations. This study investigates the extent to which secretarial staff and business teachers use of digital research proficiency in information and communication technology skills in their day-to-day interactions in secondary schools in Benue State. Specifically, a descriptive survey research approach was used for this investigation.The study tested four hypotheses and answered four research questions at 0. 05 level of significance. The study's population was 53 respondents that comprised 38 business teachers and 15 secretaries from public secondary schools in zone C of Benue State which were drawn from 15 secondary schools that offer Business subjects through simple random sampling technique. The entire population of 53 respondents was sampled because of the manageability. A structured questionnaire was used to collect data. To answer the research questions, the collected data were analysed using mean and standard deviation while T- test statistics were used to test the null hypotheses at the 0.05 level of significance. It was suggested based on the findings that Business personnel can exchange diverse ideas using ICT without being constrained by any factor or area by adopting the relevant skills required for each task. The study findings also suggest that teaching can be improved once the students understand the mechanics of classroom-related technologies.

Considering that science and technology is key to comprehending and providing solution to problems plaguing humanity, STEM education is vital to a great future. With this being so, students are encouraged to develop skills and competencies needed to become educators, innovators, researchers, and leaders in different STEM domains, who can solve the most pressing problems facing humanity, now and in the future. However, there seem to be shortage of interest from students to pursue STEM careers. In a bid contribute to raising the level of interest in STEM subjects, this study, conducted in Nsukka education zone of Enugu state, sought to explore the efficacy of audio-visual aided instruction for improving students’ interest and achievement in STEM subjects, as well as its implications for library practice. Guided by four (4) research questions and four (4) hypotheses, the study adopted quasi experimental design and involved 135 Biology students. Duly validated and trial-tested BATRS and BIS were used to collect data. Results revealed that students taught with audio-visual aided instruction posted better interest scores and achieved better than their counterparts taught with conventional method. Implications of the findings for library practice was discussed, and the study recommended that AVA be utilized in teaching STEM subjects, the infrastructures needed to make that possible be put in place and librarians organise STEM resources such that audio and visual materials will be in same location, to allow students access them at the same time, and with ease.

The study examined the accessibility and usage of school library materials and facilities by Social Studies teachers in Sapele metropolis. One hundred and four (104) social studies teachers were the selected study sample using the purposive sampling method. Two (2) instruments were employed for the gathering of data. They are an observation checklist and a questionnaire. The data gathered were analysed using mean. The study revealed that most library materials and facilities were not accessible. In addition, it was discovered that non-print media were lacking. However, textbooks and print assets and materials were accessible. Also, the study exposed that poor government funding and insufficient financial assets and materials of school libraries had mired teachers’ usage of school library facilities and materials. It was suggested that Libraries funding should be made adequate, library Associations in Nigeria should organise training and development courses for library staff to boost their efficiency in school library operations, relevant and modern books, educational facilities, and materials should be made available and accessible.

In an inclusive education setting, learners with and without disabilities are guided to study in the same classrooms with adaptable facilities and equipments. With this arrangement in place, assistive technology becomes an absolute requirement, and the school library is a medium for providing and using inclusive resources. In the current education system where online learning is speedily overtaking face-to-face learning modalities, school Library resources are indispensable for the effective inclusion of all learners through differentiated instruction. Such is critically essential for English language learning, especially in Nigeria, where English is learned as a Second Language. However, little is known about the perspectives of English Language teachers on the availability and use of online school library resources for differentiating English Language instruction to include all learners. This qualitative study investigated how English language teachers view school library resources for online English language learning and their perspectives about differentiating English language instruction using online library resources. Interview data were collected from 15 practicing English teachers in Government Secondary schools in Enugu State, Nigeria. Results showed that English Language teachers are unaware of using technology and online resources in their classrooms, especially for differentiated instruction. Challenges identified were lack of skills, unavailability of resources, poor access, and poor attitudes. Conclusions were drawn based on the findings. It is recommended that school librarians be cautious about the needs and preferences of English Language teachers and learners and provide appropriate online library resources to meet their needs.

This study assessed teachers' perception of the provision, use, and maintenance of ICT facilities in Ekiti State Primary school libraries in Nigeria. The study adopted the descriptive survey research type. The population of the study comprised all public primary school teachers in Ekiti State. The multistage sampling procedure was used in selecting the sample for the study. An instrument termed "Teachers' Perception of the Provision, Utilisation, and Maintenance of ICT Facilities in Primary School Libraries Questionnaire" was used for data collection, and was validated with its reliability ascertained. The data collected were analysed using descriptive statistics (frequency counts and percentages). Findings revealed that the provision, use, and maintenance of ICT facilities in primary school libraries in Ekiti State is poor. The constraints militating against these were lack of/inadequate computer literacy among school librarians and teachers, lack of electricity, poor funding of school libraries by governments, poor funding of school libraries by non-government organisations, lack of internet services in schools, lack of staff training on ICT use, excess workload of school librarians/teachers, and insufficient time for ICT use. The study thus recommended that governments at all levels, including non-governmental organisations and other education stakeholders, should adequately fund and provide ICT facilities in Nigerian primary school libraries; teacher librarians, other teachers and learners should be motivated by all means necessary and trained in the use of and maintenance of ICT facilities in the library for teaching and learning activities on a routine basis; the several challenges affecting ICT provision, use, and maintenance in Nigerian primary school libraries should be curbed or fully eradicated where possible. The implications of the study were also highlighted.

Reading stories to children when they are young is the most effective way to keep them creatively engaged. Children in multilingual countries require free access to story repositories for leisure reading. In India, a country with hundreds of mother tongues, books are largely published in English and Hindi, owing to market economics. Various studies have shown that learning and reading become more important in one's mother tongue and that when a child reads in two or more languages during early years, gains a deeper understanding of language and its effective use. In this paper, the researchers have tried to discover; to what extent Storyweaver (SW) helps fill the gap between different types of reading requirements and the availability of resources in their native language? This paper explores the possibilities for more visibility for educators, parents, authors, publishers, illustrators, and translators to showcase their capabilities across the global platform especially in under-resourced areas. The paper will also explore if the educators can customize the resources of SW according to their individual requirements. This paper will try to determine whether SW can serve different leveled readers with appropriate resources. This paper will also explore the usage and popularity of this digital repository in context to literacy promotion and act as a savior for vanishing regional languages.

Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the guidance of one engineering and one education faculty. This paper investigates the impact of Ed+gineering on preservice teachers’ knowledge of engineering practices, engineering pedagogical knowledge, self-efficacy to integrate engineering, and beliefs about engineering integration. The impact of Ed+gineering on participating preservice teachers was assessed using three cross-disciplinary collaborations between students in engineering and education during fall 2019 and spring 2020. Preliminary results suggest that Ed+gineering had a positive impact on preservice teachers’ engineering pedagogical knowledge, knowledge of engineering practices, and self-efficacy for integrating engineering. The specific magnitude of the impact and its implications are discussed.

The purpose of this study was to provide a critical analysis of the impact of colonization and assimilation on the Jicarilla Apache Language through narratives across generations. From a narrative inquiry perspective, I aimed to provide personal stories from among the Jicarilla Apache about language learning environments, experiences, and perspectives. Participants shared those used in the context of everyday interaction which provided language learning and transmission, impact of assimilation policies and practices from residential schools, historical intergenerational trauma, loss of language resulting in loss of culture and ceremonies, transmission of language, and an understanding of collective ideas for additional efforts to save a disappearing language. Many Jicarilla Apache people do not speak the Jicarilla Apache Language. Fluent speakers of the Jicarilla Apache Language are aging and when they physically leave this world, they are taking our language with them faster than current attempts to teach non-speakers. The COVID-19 Pandemic has heightened the awareness for the Jicarilla Apache people and caused a cultural crisis with each loss meaning many are taking cultural knowledge and the Jicarilla Apache language with them. Understanding the impact of colonization on the Jicarilla Apache Language from individual experiences; we can bring a voice to current situations of language loss and move toward language revitalization. Through a qualitative study that included semi-structured interviews and group discussions to gather stories and lessons; I explored the impact of colonization on the Jicarilla Apache Language, bringing attention to a disappearing language, and exploring revitalization efforts.

The purpose of this study was to explore the value and meaning that first-generation American Indian students place on higher education. Are these values different from those of the institution and how does that impact their educational journey? Finding purpose and meaning in your education encourages continued commitment to your educational goals. I conducted a single-site qualitative study at a Southwestern Non-Tribal Community University (SWNTCU), collecting data through an arts-based inquiry methodology employing photovoice narrative as a tool. To situate these narratives, I utilized an Indigenous paradigm interweaving Tribal Critical Race Theory, Relationality, and an Indigenous Wellness Model (Brayboy, 2006; Secatero, 2015; Wilson, 2008). The most notable findings of this study were: students’ connections to cultural wealth and knowledge carry substantial meaning that compels one to thrive; education holds fundamental value in one’s pursuit for a better life and developing one’s capacity for leadership and advocacy to ultimately help others.

This practitioner action research study explored features of NGSS-based pedagogies to improve secondary education student engagement, critical thinking, and collaborative problem-solving. It examined ways that constructivist pedagogies might encourage students to understand science by putting their skills and knowledge into practice as young engineers. The study involved 51 secondary education students from a large district in the southwest and focused on how NGSS inquiry-based learning can improve scientific understanding and skills within group work, the role that teacher support and modeling can play in learning, and how peer interactions can influence their scientific identities. Qualitative findings from teacher observations, classwork artifacts, surveys, pre/post-tests, and Google Form responses provided a context for understanding student growth and changes in their science identities as they interfaced with the engineering design process. Using narratives and questioning techniques during the engagement part of 5E lessons provided opportunities for students to retain content information and the application of science in the real world. NGSS hands-on and technology-based activities contributed to flexible grouping activities that motivated students to learn science. Within these groupings, students collaborated with one another, presented their work, and were recognized for their contributions. In general, most students reported improvement in their learning of science concepts by self-discovery which strengthened their science identities. This study can provide in-service and pre-service science teachers with much-needed examples of how they might employ NGSS recommendations. Additionally, these examples can provide science educators with strategies for working with pre-service teachers to improve their confidence in teaching scientific concepts.

The purpose of this sequential explanatory mixed methods case study was to examine how current secondary mathematics (6-12) teachers (SMTs) perceived their teacher preparation. The population consisted of 27 current SMTs who taught mathematics in a southwestern state of the United States. The first research question asked how SMTs perceived that mathematics methods courses influenced mathematical knowledge for teaching (MKT). The second research question examined ways in which content and instruction in mathematics methods courses contributed to the teaching of mathematics . During quantitative phase, 27 SMTs completed the questionnaire. Chi-Square statistical analysis showed no significant relationship between participants’ mathematics methods course and readiness to teach mathematics. During qualitative phase, an analysis of semi-structured interviews revealed that mathematics methods course(s) had little influence on the development of MKT, and teachers considered themselves not ready to teach mathematics effectively. The findings might lead to positive social change such as curriculum revisions to develop mathematics teachers’ MKT to improve future instruction. The findings suggested possibilities of informing preparation of secondary mathematics teachers and a framework of coursework that could influence the development of MKT during mathematics teacher preparation for secondary schools.

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence. For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. It provides students with enriched academic support that cultivates their STEM skill set development and enhances their ability to earn income. Best educational practices for students with STEM career trajectory interests highlight developing growth mindsets through mentoring, off campus excursions, and interactive STEM learning experiences.

Scrutiny of colleges and universities based upon student success factors such as retention, persistence, time to degree and graduation has indicated that interventions often have incremental impact. Access to dual credit, the taking of college courses while in high school, as an intervention for maintaining the engagement of high achieving students and re-connecting disengaged, underserved student populations has had proven positive outcomes for many decades. The purpose of this research study was to understand the relationship between dual credit and several higher education measures and outcomes including retention and persistence, likelihood of receiving an award, and ultimately the cost of attaining an associate degree. This exploratory quantitative study examined the impact of having college credits earned through dual credit when entering college in one urban New Mexico community college through cross-tabulation, correlation analyses, and the fitting of logistic regression models. Overall, the statistical results of this study revealed that access to dual credit has relative positive impact for all students of all ethnicities and from all socio-economic statuses. Additionally, the investment made in the students’ time in the dual credit courses paid off in the reduced amount of credits they accumulated and paid for as well as improved academic and student success outcomes throughout their college pursuit.

The purpose of this study was to capture the student voice regarding the value, importance, and relevance of visual and performing arts education in public schools. The host institution for the study was an urban school district in the southern central United States serving 75,000 students, with 55% students identified as Hispanic, and 52% of students experiencing poverty. Graduating seniors responded via questionnaires with forced choice and open-ended items regarding several topics, including what they do in their free time, how they perceive the value of arts classes at school, access to arts classes and the match of their interests and their satisfaction with the courses they took. Data were disaggregated and analyzed by demographic groups, including gender, race, socioeconomic status and participation in programs like emerging bilingual and special education to identify the similarities and differences in student responses. Major findings revealed that students indicated they personally value arts more than their peers or adults, plan to pursue arts after graduation, believe arts are extremely (42.9%) and somewhat (42%) relevant to success in life, rarely (29.5%) or never (17.1%) participate in arts activities with their families, and do not participate in arts outside of school (24.1%). Overall, students at campuses with lower percentages of students experiencing poverty were more satisfied and courses matched their interests. They also had better access to arts programs when selecting and registering at school and in the community. Conversely, students of color, experiencing poverty, in special circumstances (EB, SPED, MOB), and students with fewer arts classes, noted less access, less match with their interests, and more dissatisfaction with the choices available. Students wanted to be heard as evidenced by their high completion rates of the open-ended items, where they also illustrated the successes and challenges of virtual and limited arts participatio

The landscape of higher education has shifted over the last ten years. Student needs have changed. Educational institutions have begun to change the way they conduct business to support student needs more fully including just-in-time communications that are focused and customized to the individual student. Higher education institutions are using text nudges to support student outcomes from enrollment to graduation. This study evaluated the impact of text nudges on retention at a large, urban community college in the southwest region of the United States. The study found a small, negative relationship between the number of text nudges received and fall to spring retention when controlling for other variables. The logistic regression model predicted 24.5% of the variation in the predicted probability of retention. Additionally, the research found a relationship between number of text nudges and retention using cross-tabulation analysis in which students who received more text nudges had higher retention.

Since 2011, multiple studies have found that school field trips to art museums and other cultural institutions produce measurable improvements in standardized test scores, academic engagement, and substantial improvements across a range of factors including empathy, critical thinking skills, and creativity. These findings are especially prominent with children in rural areas, from low-income families, and non-Native English speakers. Nevertheless, the priorities in U.S. public education have shifted away from field trips and art education since the 1980s. In this case study licensed art teachers in the New Mexico K to 12 public schools shared their experiences, discussed the obstacles they encounter, and explained how they have found alternative sources of funding outside of normal structures to help cover the costs of trips to art museums.

The purpose of this study was to provide a critical analysis of the impact of colonization and assimilation on the Jicarilla Apache Language through narratives across generations. From a narrative inquiry perspective, I aimed to provide personal stories from among the Jicarilla Apache about language learning environments, experiences, and perspectives. Participants shared those used in the context of everyday interaction which provided language learning and transmission, impact of assimilation policies and practices from residential schools, historical intergenerational trauma, loss of language resulting in loss of culture and ceremonies, transmission of language, and an understanding of collective ideas for additional efforts to save a disappearing language. Many Jicarilla Apache people do not speak the Jicarilla Apache Language. Fluent speakers of the Jicarilla Apache Language are aging and when they physically leave this world, they are taking our language with them faster than current attempts to teach non-speakers. The COVID-19 Pandemic has heightened the awareness for the Jicarilla Apache people and caused a cultural crisis with each loss meaning many are taking cultural knowledge and the Jicarilla Apache language with them. Understanding the impact of colonization on the Jicarilla Apache Language from individual experiences; we can bring a voice to current situations of language loss and move toward language revitalization. Through a qualitative study that included semi-structured interviews and group discussions to gather stories and lessons; I explored the impact of colonization on the Jicarilla Apache Language, bringing attention to a disappearing language, and exploring revitalization efforts.

This thesis explores the relationship between trauma-informed practices and teacher burnout and turnover. For the past decade, schools across the United States have seen high levels of burnout and turnover amongst their educators. At the same time, young children are experiencing high levels of exposure to traumatic events in childhood, affecting their behavior, social and emotional health, and ability to learn. While teachers play an important role in the support system for these students, they are also at risk for experiencing secondary trauma and burnout. To mitigate the effects of trauma, trauma-informed practices have been introduced in schools to respond to trauma and build resiliency in both students and teachers. In Pennsylvania, some school districts have received funding to implement trauma-informed practices through the PA School Safety and Security Grant program. This research studies the influence of trauma-informed practices funded by the grant program on teacher burnout, measured using the Maslach Burnout Inventory-Educator Survey, and teacher turnover, using mixed quantitative and qualitative methods. The results indicate that teachers in Pennsylvania are experiencing burnout, particularly emotional exhaustion, but that there were no differences in burnout levels or intended turnover between teachers who taught in schools with the grant for trauma-informed practices and those that did not. Implications for further policy are discussed, including suggestions for implementing tiered whole-school models of trauma-informed practices to support both students who have experienced trauma and the teachers that work with them.

Social interactions and friendships are important for all individuals including those with complex support needs (CSN). The voices of adults including parents/guardians, primary caregivers, teachers, and related service providers who responded to a survey provided insight into supporting social interactions and friendships for children with CSN during the Covid-19 pandemic This mixed methods study used thematic analysis to explore participants’ responses to open-ended questions while multiple choice questions were analyzed through descriptive statistics. Additionally, this study included a research narrative to speak to the various roles I hold related to this study (i.e., parent, educator, researcher). Three themes emerged from the data including: (a) social interactions and friendships are important; (b) it takes a village, and (c) challenges of supporting social interactions and friendships for children with CSN. Three subthemes also arose from the analysis including: (a) social interactions and friendships come in different forms; (b) exposure of existing problems; and (c) personal reflection. I also discussed limitations of this study, possibilities for future research, and implications including: (a) friendships and social interaction opportunities are important and beneficial for children with CSN; (b) there continue to be few inclusive opportunities for children with CSN to engage in social interactions and develop and maintain friendships inside and outside of the classroom; and (c) expanding social networks for children and adults alike is needed.

This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom. In this study, 35 participants answered survey questions about inclusion. Ten of the respondents additionally participated in follow-up interviews, providing nearly ten hours of dialogue and sharing narrative accounts of perceptions and experiences. The finding indicated that all participants verbally expressed support for the concept of inclusive education. However, with deeper probing, no participant relayed a positive personal account from teaching inclusion, yet, every participant identified multiple problems and/or experiences.

Teacher attrition is a problem currently afflicting classrooms around the world. Emotional exhaustion and teacher self-efficacy have been demonstrated to be factors in attrition. This study assesses the efficacy of potential tools for use in evaluating emotional exhaustion and self-efficacy before problems arise and to guide professional development in efficacious directions. This parallel-convergent mixed-methods study performed quantitative regression analyses on the joined effects of emotional exhaustion and self-efficacy to assess their potential mediating role between teachers’ job stressors and considerations of leaving the job. The existence of mediation was demonstrated. Qualitative thematic analysis of transcripts from six interviews with current teachers was conducted. Two themes, difficulties with administration and workload, emerged. Integration of the QUANT and QUAL data streams revealed that neither, by itself, generates a complete picture of the teacher experience. Researchers conducting similar studies should consider the use of a mixed-methods approach for a more comprehensive analysis.

Due to the marginalized status of the population they serve, collegiate recovery programs are generally underfunded and employ one staff member who typically holds other job tasks in addition to those of collegiate recovery leader. The consequence of the varied nature by which collegiate recovery programs are founded and implemented is inconsistency, which can threaten the longevity of the field. The purpose of this phenomenological study was to elicit information directly from collegiate recovery leaders to gain a deeper understanding of their lived experience, in order to determine how to best serve and support higher education students in recovery from substance use disorder. The joint narrative of the participants highlighted four major themes: motivation for work, meaning through student success, inclusion as a value, and institutional support as a challenge. Servant leadership provided the theoretical framework for the study and traits were found to be present in the descriptions of the participants’ characteristics and behaviors. The goal of this research was for the data to be utilized in creating collegiate recovery leadership standards, policies, and protocols that would provide the consistency necessary for long-term collegiate recovery programming success and sustainability. The findings of the study emphasized a need for leadership training for collegiate recovery leaders, to include exploration of leadership theories and skill acquisition for navigating higher education. Recommended topics for future research included: the reluctance of higher education administrators to endorse collegiate recovery programming; how diversity, equity, and inclusion can be applied to collegiate recovery; and, theories of leadership, including servant leadership, as they intersect with collegiate recovery.

The digital divide and digital equity have long been a concern for educators, and public schools. In 2020 when the COVID-19 global pandemic swept across the country, public schools closed for in person classes and moved to a new paradigm of online only classes, issues of digital equity and the digital divide became a critical focus for families and young learners seeking to continue their academic progress. New Mexico with its low population density, rural nature and lack of infrastructure was particularly vulnerable to issues of digital equity when public schools moved to online only classes. This study investigates the relationship between urban and rural schools with respect to digital equity and student academic progress. Data from the New Mexico Public Education Department on rates of absenteeism and dropout rates was examined to determine if there were differences between urban schools with highly available broadband access and rural schools with limited broadband access. The results of this study were unexpected, finding strong similarities in academic progress as measured by rates of absenteeism and dropout rates for both urban and rural school districts. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin;}div.WordSection1 {page:WordSection1;}

The purpose of this sequential explanatory mixed methods case study was to examine how current secondary mathematics (6-12) teachers (SMTs) perceived their teacher preparation. The population consisted of 27 current SMTs who taught mathematics in a southwestern state of the United States. The first research question asked how SMTs perceived that mathematics methods courses influenced mathematical knowledge for teaching (MKT). The second research question examined ways in which content and instruction in mathematics methods courses contributed to the teaching of mathematics . During quantitative phase, 27 SMTs completed the questionnaire. Chi-Square statistical analysis showed no significant relationship between participants’ mathematics methods course and readiness to teach mathematics. During qualitative phase, an analysis of semi-structured interviews revealed that mathematics methods course(s) had little influence on the development of MKT, and teachers considered themselves not ready to teach mathematics effectively. The findings might lead to positive social change such as curriculum revisions to develop mathematics teachers’ MKT to improve future instruction. The findings suggested possibilities of informing preparation of secondary mathematics teachers and a framework of coursework that could influence the development of MKT during mathematics teacher preparation for secondary schools.

The purpose of this study was to explore the value and meaning that first-generation American Indian students place on higher education. Are these values different from those of the institution and how does that impact their educational journey? Finding purpose and meaning in your education encourages continued commitment to your educational goals. I conducted a single-site qualitative study at a Southwestern Non-Tribal Community University (SWNTCU), collecting data through an arts-based inquiry methodology employing photovoice narrative as a tool. To situate these narratives, I utilized an Indigenous paradigm interweaving Tribal Critical Race Theory, Relationality, and an Indigenous Wellness Model (Brayboy, 2006; Secatero, 2015; Wilson, 2008). The most notable findings of this study were: students’ connections to cultural wealth and knowledge carry substantial meaning that compels one to thrive; education holds fundamental value in one’s pursuit for a better life and developing one’s capacity for leadership and advocacy to ultimately help others.

Teachers with math anxiety can inadvertently pass along their own anxiety to the younger generation, creating a cycle of math anxiety. This study aims to interrupt this cycle by learning more about math anxiety and self-efficacy of the preservice teacher. This sequential, mixed methods action research study sought to explore ways to decrease math anxiety and increase self-efficacy among preservice teachers by examining how the use of self-recordings and mircoteaching throughout a semester-long course for preservice teachers at a small midwestern university impacted their math anxiety and self-efficacy. Using the abbreviated Math Anxiety Rating Scale (A-MARS) 20 participants realized an average decrease of 9.5 points in their math anxiety. Participants identified many different experiences and supports that they felt impacted their realized change in math anxiety and efficacy, highlighting the multi-faceted nature of both what causes math anxiety as well as what may reduce math anxiety, and increase their sense of efficacy in teaching mathematics. Participants did identify assignments that utilized tenants found in microteaching and self-recordings as being memorable and possibly influential in their formation as preservice teachers. Due to the highly personal nature of both of these constructs, and the nature of this study, it is difficult to generalize any findings more broadly; however, results from this study may serve as a starting point to conduct further studies and/or to impact positive change within the mathematics methods courses found in teacher preparation programs as they bridge the gap between theory and practice.

This study used gender-sensitive research to investigate stress levels and stressors among pre-service teachers. The differences and similarities in stress levels between male and female pre-service teachers were studied. There were five significant findings: 1) both male and female pre-service teachers had high-stress levels; 2) male pre-service teachers had higher stress levels than females; 3) male pre-service teachers' stress has a strong relationship with their ages, while it was not for female pre-service teachers; 4) male pre-service teachers preferred to undertake their placement and commence their teaching career in middle or higher year level sectors, while female students preferred to teach in middle or lower year level sectors; and 5) while male and female students had similar knowledge about available support, their expectations of support were different. These findings can inform future gender-appropriate support mechanisms for pre-service teachers, leading to better retention in their studies and future career.

This qualitative study investigated the perspectives of Western Australian teachers at the Proficient career stage on the Australian Professional Standards for Teachers (APST), or ‘the Standards’. Fifteen teachers from five independent schools participated in semi-structured interviews and five themes were identified, under the broad categories of Strengths and Challenges of the Standards. Strengths identified were that the Standards support professional practice and career development and are user-friendly. Challenges identified were that the Standards can present challenges to professional practice and are problematic in the way that they are presented. Importantly, participants felt that the Standards ignored important social and relational teacher qualities.

In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As teacher-led research becomes more accessible, it is suggested that this may have positive implications for future teaching practice.