Georgia Educational Researcher最新文献_第2页

Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Georgia Rural School Leaders 基于证据的领导力准备项目实践:来自乔治亚州农村学校领导者的看法

Georgia Educational Researcher Pub Date : 2021-07-01 DOI: 10.20429/ger.2021.180203

Kristen N. Dickens, J. McBrayer, Summer Pannell, Katherine F. Fallon

{"title":"Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Georgia Rural School Leaders","authors":"Kristen N. Dickens, J. McBrayer, Summer Pannell, Katherine F. Fallon","doi":"10.20429/ger.2021.180203","DOIUrl":"https://doi.org/10.20429/ger.2021.180203","url":null,"abstract":"Phenomenological analysis was used to explore Georgia rural school principals’ lived experiences of effective school leadership preparedness. Four overarching themes were found: productive/favorable leadership preparation program culture, bridge theory and practice in educational leadership preparation program, multicultural competencies for practice, and recommendations for effective principal preparation. The findings revealed that school leaders need increased experiential learning opportunities, increased assignments applicable to daily leader tasks, and increased cultural awareness and diversity training in their preparation programs. Principal preparation programs should work with school districts to provide purposeful, collaborative, and sustainable professional learning to prepare competent school leaders. Further research includes recruiting more rural school principals to share their experiences and perceptions with principal preparation program providers in an effort to advance aspiring principal training. Implications for practice include equipping aspiring principals with the knowledge and skills to lead for equity to continue to have a pipeline of effective school leaders to serve in Georgia’s traditionally underserved areas.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127581241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teacher Awareness of Trauma Informed Practice: Raising Awareness In Southeast Georgia 教师对创伤知情实践的认识:在乔治亚州东南部提高认识

Georgia Educational Researcher Pub Date : 2021-07-01 DOI: 10.20429/ger.2021.180204

R. Rahimi, Delores D. Liston, Amee Adkins, Jamie Nourzad

引用次数: 5

Academic Goal Orientation: New Insights and Cultural Adaptation of Academic Goal Orientation Questionnaire into the Turkish Language 学术目标导向:学术目标导向问卷在土耳其语中的新见解与文化适应

Georgia Educational Researcher Pub Date : 2021-01-01 DOI: 10.20429/GER.2021.180104

Fuat Findikoglu, M. Gürol

引用次数: 1

Professional Development for Working with Students with Autism Spectrum Disorders and Teacher Self-Efficacy 自闭症谱系障碍学生的专业发展与教师自我效能

Georgia Educational Researcher Pub Date : 2021-01-01 DOI: 10.20429/GER.2021.180101

Alison Johnson, L. Soares, A. G. D. Blume

{"title":"Professional Development for Working with Students with Autism Spectrum Disorders and Teacher Self-Efficacy","authors":"Alison Johnson, L. Soares, A. G. D. Blume","doi":"10.20429/GER.2021.180101","DOIUrl":"https://doi.org/10.20429/GER.2021.180101","url":null,"abstract":"The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived selfefficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). Results showed that the training had a large positive effect on teacher self-efficacy ratings regarding working with students with autism in the inclusion classroom. Findings tentatively show the need and importance for the provision of more professional development training to general education teachers for working with students with autism to improve teacher self-efficacy and to provide the most effective and inclusive educational experience possible.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121172141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia 乔治亚州查塔姆县高中女生和少数族裔对STEM的自我效能感和兴趣现状

Georgia Educational Researcher Pub Date : 2019-09-10 DOI: 10.20429/ger.2019.160201

S. Gremillion, S. Zingales, William Baird, N. Hunter, Amy Durden, S. Hessinger

{"title":"The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia","authors":"S. Gremillion, S. Zingales, William Baird, N. Hunter, Amy Durden, S. Hessinger","doi":"10.20429/ger.2019.160201","DOIUrl":"https://doi.org/10.20429/ger.2019.160201","url":null,"abstract":"With the growing demand for science, technology, engineering, and mathematics (STEM) jobs in the U.S., the attainment of college degrees in these areas is of paramount importance. Both federal and state governments have established initiatives to grow the number of STEM degrees earned by women and racial minorities, as these groups graduate in STEM disciplines and work in STEM fields at a lower rate than that of their majority counterparts. The factors that can deter women and underrepresented minorities from pursuing STEM careers have been identified with one of the most prominent being low self-efficacy, or a reduced belief in one’s capability of accomplishing a goal or task. This study aimed to assess the current level of self-efficacy of Chatham County, Georgia high school students in the STEM disciplines and their interest in pursuing a STEM career. No difference in the levels of self-efficacy in mathematics and science was reported by females and males; however, males reported significantly higher self-efficacy in engineering and technology compared to females. When asked about the future, females and males reported no difference in interest in a variety of STEM vocations; however, males had a significantly stronger preference for jobs in the areas of physics, computer science, medicine, energy, and engineering compared to females. Race did not influence selfefficacy in the three STEM areas, but interest in careers in the physical sciences was low among underrepresented minority students. Continued implementation of strategies to create and maintain female self-efficacy and interest in STEM, especially in engineering and technology, remains a necessity. While underrepresented minority students appeared to possess self-efficacy in the STEM disciplines during high school, strategies are needed to ensure their successful progression through STEM degree programs and later obtainment of a STEM job.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"359 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133939942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Interview Project: A Way of Bridging Theory and Practice in Early Childhood Mathematics Preservice Teacher Education 访谈项目:幼儿数学职前教师教育理论与实践的桥梁

Georgia Educational Researcher Pub Date : 2019-09-10 DOI: 10.20429/ger.2019.160203

Doris Santarone

引用次数: 0

Reliability Analysis of Complementary Assessment Tools for Measuring Teacher Candidate Dispositions 评价教师候选人性格的互补评价工具的信度分析

Georgia Educational Researcher Pub Date : 2019-09-10 DOI: 10.20429/ger.2019.160202

Winifred C. Nweke, Tasha P Perkins, C. Y. Afolabi

引用次数: 4

Preparing Culturally Responsive Educators in the 21st Century: White Pre-service Teachers Identification of Unearned Privileges 准备21世纪的文化响应教育工作者:白人职前教师对不劳而获特权的识别

Georgia Educational Researcher Pub Date : 2019-09-10 DOI: 10.20429/ger.2019.160204

Winston Vaughan

引用次数: 2

Preserving the archives in the 21st century classroom: designing history classes around primary source research. 保存21世纪课堂中的档案:围绕第一手资料研究设计历史课程。

Georgia Educational Researcher Pub Date : 2019-01-01 DOI: 10.20429/GER.2019.160106

J. Pace

引用次数: 1

An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience. 一项关于K-12教师的评估信念和实践与多年教学经验的研究。

Georgia Educational Researcher Pub Date : 2019-01-01 DOI: 10.20429/GER.2019.160102

Aslihan Unal, Zafer Unal

引用次数: 8