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Field trips are an evidence-based practice to improve learning in K-12 students. Educator training traditionally includes several evidence-based practices to prepare teachers. While the power and impact of field trips for education and recreational purposes for K-12 students is widely accepted, less understood is the role of field trips for college students preparing to become educators. The current investigation is part of an ongoing multi-year survey exploring the impacts of attending a multiday professional convention for teachers. Online surveys were distributed to participants to measure the influence of a conference attendance field trip on new teacher retention rates, academic performance, and professional networking. Both undergraduate and graduate students were included as participants and responded to Likert-type and open-ended questions. Results indicate a positive impact on teacher retention for current and future educators, higher academic performance while attending university, and increased professional involvement opportunities. Future studies are needed to address the limitations of self-reporting.

Despite the presence of codes and laws, ethical decision-making by educators continues to elude understanding. The purpose of this descriptive study was to explore factors in education ethical decision-making that may influence teacher behaviors in order to develop training materials for future teachers. Previously vetted scenarios based on actual educator misconduct were presented online to preservice teachers to identify agreement with constructs and intensity of moral concern as proposed in the Jones Model of Ethical Decision-Making (1991). Codes and laws focused on the results of decision-making do not probe the reasons behind immoral actions. Based on current survey data, educators can identify situations of differing moral intensity, determine moral intensity quickly, and make decisions about moral intensity based on various factors from personal experience and backgrounds.

Despite the worldwide increasing prevalence of students with disabilities (SWD) in the general education environment, pre-service educators (PSE) are still reporting negative attitudes before and after taking coursework regarding SWD. Service-learning may be one method for improving the perceptions of PSEs towards SWD. Prior research has not investigated service-learning for PSE with SWD using change and transformative theory to understand changes. The purpose of this mixed methods study was to determine whether a service-learning activity positively influences PSE perceptions regarding the inclusion of SWD in the general education environment using a modified sentiments, attitudes, and concerns protocol. Results indicate that PSEs can positively change their perceptions concerning SWD in their future classrooms.

Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve selfdetermination, a one-year randomized controlled trial design was utilized with high school students with high incidence disabilities (n = 198). These students matched on key variables before being randomly assigned to their respective groups. Both treatment and control groups received regular tiered transition services, activities, and support while the control group also received the Ask.Explore.Connect selfdetermination instruction and intervention. Results demonstrate that discussions are an effective practice to increase student self-determination. Treatment students had greater increases in self-determination than the control group across all disability categories and service levels. Benefits of the tool and intervention allowed for increased self-advocacy, self-determination, choice-making and social skills, field testing of evidencebased best practices, and use of authentic settings. [ABSTRACT FROM AUTHOR]

For the National Center to Improve Policy and Practice in Special Education Professional Development, a group of district administrators recently completed an analysis of state policy on induction and mentoring. State policy is important because it helps districts design and deliver induction programs and supplements local resources that are made available to support beginning teachers and their mentors. When induction policy is linked to state policy on teacher standards, preparation, and certification and licensure, a comprehensive framework for teacher professional development may be established. In this paper, the authors identify the components of policy that promote high-quality mentoring practice, analyze the status of state policies throughout the United States, and consider how state policy influences mentoring programs. (Contains 1 table.)

The promise that all children will achieve higher levels of academic performance is the foundation of the current educational reform movement. Standards-based reform began with financial assistance to the states for the development of content and performance standards, improved teacher quality, and increased school accountability. The reform movement has evolved to federal corrective action under the No Child Left Behind Act (2001) and the Individuals With Disabilities Education Act of 2004 for schools and states that fail to make adequate yearly progress. In this article, the authors briefly examine (a) the history of the federal role in standards-based reform over the past two decades, (b) the role of federal policy in ensuring access to the general curriculum and research-based instruction for students with disabilities, and (c) future policy issues pertaining to achieving higher levels of academic performance for all students. (Contains 1 table.)

Field trips are an evidence-based practice to improve learning in K-12 students. Educator training traditionally includes several evidence-based practices to prepare teachers. While the power and impact of field trips for education and recreational purposes for K-12 students is widely accepted, less understood is the role of field trips for college students preparing to become educators. The current investigation is part of an ongoing multi-year survey exploring the impacts of attending a multiday professional convention for teachers. Online surveys were distributed to participants to measure the influence of a conference attendance field trip on new teacher retention rates, academic performance, and professional networking. Both undergraduate and graduate students were included as participants and responded to Likert-type and open-ended questions. Results indicate a positive impact on teacher retention for current and future educators, higher academic performance while attending university, and increased professional involvement opportunities. Future studies are needed to address the limitations of self-reporting. [ABSTRACT FROM AUTHOR]

Despite the presence of codes and laws, ethical decision-making by educators continues to elude understanding. The purpose of this descriptive study was to explore factors in education ethical decision-making that may influence teacher behaviors in order to develop training materials for future teachers. Previously vetted scenarios based on actual educator misconduct were presented online to preservice teachers to identify agreement with constructs and intensity of moral concern as proposed in the Jones Model of Ethical Decision-Making (1991). Codes and laws focused on the results of decision-making do not probe the reasons behind immoral actions. Based on current survey data, educators can identify situations of differing moral intensity, determine moral intensity quickly, and make decisions about moral intensity based on various factors from personal experience and backgrounds. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to determine the impact of a university Stress Relief Center in the Midwestern United States on students as measured by blood pressure, heart rate, perception of physical pain, and perception of stress. In September 2009–August 2016, approximately 13,000 students volunteered in using the tools and interventions at a university Stress Relief Center. The results were analyzed using quantitative causal-comparative post hoc and Pearson product correlation methods. Gender, stress management class enrollment, time of participation, tools and interventions, perceived physical pain and stress, blood pressure, and heart rates were analyzed. A significant lowering of perceived physical pain and perceived stress levels occurred after center visits. The Stress Relief Center is a new and successful model that other universities, businesses, communities can use to improve well-being. Stress management education combined with stress management tools and interventions is highly recommended. [ABSTRACT FROM AUTHOR]

Despite the worldwide increasing prevalence of students with disabilities (SWD) in the general education environment, pre-service educators (PSE) are still reporting negative attitudes before and after taking coursework regarding SWD. Service-learning may be one method for improving the perceptions of PSEs towards SWD. Prior research has not investigated service-learning for PSE with SWD using change and transformative theory to understand changes. The purpose of this mixed methods study was to determine whether a service-learning activity positively influences PSE perceptions regarding the inclusion of SWD in the general education environment using a modified sentiments, attitudes, and concerns protocol. Results indicate that PSEs can positively change their perceptions concerning SWD in their future classrooms. [ABSTRACT FROM AUTHOR]

This study provides a singular compilation and examination of ethic laws from all 50 states and the District of Columbia. Many professions have a single governing body that grants licensure and prescribes professional standards for its members. In the United States, individual states confer license and determine parameters of ethical behavior for those who teach. The education profession has multiple ethical codes, which exist through numerous state laws. The purpose of the study was to survey state laws to determine the existence and substance of educator ethical codes. All states and the District of Columbia have at least one educator ethics law in statute, rule, or policy, or combination of source. Collected ethics laws were examined for similarities and differences in source, construction, and content. Through coding and structure analysis, three taxonomies were identified and labeled as the Troika, Teaching Standards, and Limited Models. A geographical clustering of similar state laws was discovered. An accounting of existing state laws is provided with implications. The degree of variability and compatibility was noted and quantified in source, structure, content of state laws and geographical location. [ABSTRACT FROM AUTHOR]

Forty-eight states have policies pertaining to beginning teacher induction and mentoring. All 48 state policies apply to novice teachers, but some also apply to teachers who complete alternative route preparation. In policy, there is no meaningful distinction drawn between general education and special education teachers. Most state policies grant districts considerable discretion in implementation. Many states fail to fund induction and mentoring programs fully and expect districts to supplement state allocations. [ABSTRACT FROM AUTHOR]