Research Interests:
Research Interests:
This presentation is designed to provide insight to those who serve at-risk populations. Participants will explore the risk factors and statistics around at-risk youth. Furthermore, participants will have the opportunity to hear... more
This presentation is designed to provide insight to those who serve at-risk populations. Participants will explore the risk factors and statistics around at-risk youth. Furthermore, participants will have the opportunity to hear first-hand from an incarcerated women who can testify to successful and unsuccessful interventions adults attempted to help her with. She is both a victim and success story that is the face of how education can indeed make a difference for kids. After successful completion of this course students will be able to: Build empathy for students who do not have support from parents. Understand why attendance is often poor for at-risk students. Identify strategies to effectively communicate with at-risk students. Identify effective interventions to support pre-identified at-risk students
Research Interests:
Research Interests:
Research Interests:
Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing... more
Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing secondary principals in order to address the current themes of job dissatisfaction. Using new survey data compiled from 176 secondary principals across a state in the Midwest United States, this study shows four themes of job dissatisfaction are plaguing secondary principals: high job demands with unreasonable expectations, managing difficult stakeholders, problematic work/life balance, and lack of support. This study concludes with practical suggestions to address each theme of job dissatisfaction.
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The purpose of this qualitative case study was to evaluate the perceptions of graduate students enrolled in an education leadership program that used standards-based grading (SBG), about their perceptions of the effectiveness of SBG and... more
The purpose of this qualitative case study was to evaluate the perceptions of graduate students enrolled in an education leadership program that used standards-based grading (SBG), about their perceptions of the effectiveness of SBG and their inclination to use it later in their own classrooms. Data and conclusions from this study will help the authors refine the ways they are using SBG in their courses and programmatically. Results indicated that SBG facilitated ownership of learning and deep levels of thinking and engagement. Students observed that they benefitted from the ongoing and substantive formative feedback, which they report is often neglected, even in their professional evaluation processes. Further, they reported the ability to better track their progress toward standards. In spite of these benefits, students were mixed in their predictions as to whether they would ultimately incorporate SBG in their own classrooms. As such, the authors have committed to a more comprehe...
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More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices... more
More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with its purpose. The purpose of this study was to explore elementary and secondary teacher perceptions of mobile technology in the classroom. According to the survey results, elementary and secondary teachers feel positive about the uses and the importance of mobile technology in the classroom. These positive perceptions by teachers regardless of gender, age, and training indicate that schools should continue to allocate resources to purchase mobile devices for all students.
Research Interests:
Research Interests:
A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12... more
A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.
A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12... more
A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught.
A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other.
It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.
A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other.
It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.