Abstract: In this qualitative grounded theory study, 24 participants, referred to as third culture kids(or TCKs), ages 18–30 years, who had previously attended international Christian schools were interviewed to determine the dispositions they valued in their teachers. Incorporating principles of grounded theory, a series of rigorous steps were undertaken resulting in the construction of three primary findings TCKs valued in international Christian schoolteachers. These findings were then situated within an extensive literature review. The results provide insight into the “ideal” international Christian schoolteacher desired and valued by TCKs. These findings should be of great interest to anyone responsible for training, preparing or recruiting international Christian schoolteachers, and/or providing ongoing professional development to the teachers in such schools.
Abstract: Knowledge has become an accessible commodity, and reaching for information on the Internet is remarkably comfortable and intuitive to most youth. Yet the unrestricted access and unabashed confidence of students using digital devices has placed many educators on unfamiliar and sometimes uncomfortable footing. Educators are often no longer the only experts on the information, tools, and know-how used to gain knowledge.
For teachers, becoming proficient with digital tools isn’t enough. With the exponential rate of innovation, and the creation of websites, apps, and devices, roles are changing. The person whose disposition is to be curious, confident, and eager to try something new, explore, engage, and try again learns what is needed to teach and lead regardless of age or position.What are the implications for the classroom? How do educators cultivate and grow this new type of learner? How do educators become this type of learner?
Abstract: I have a saying: “Good teaching is good teaching is good teaching.” Essentially, this means that it is rather easy to identify a good teacher from an ineffective one. Effective teachers seamlessly blend together positive personality traits, content knowledge, and pedagogical skillfulness coupled with an in-depth understanding of their students and their learning needs. This entire package is evidenced in the consistent performance of the teachers and the learning achievement of their students. Conversely, ineffective teachers struggle on multiple fronts, typically with glaring deficiencies.
Abstract: many educational reformers presume that teacher quality will improve if teacher preparation programs simply raise standards of academic selection criteria. However, these traditional criteria are poor predictors of student teaching performance. Instead, teacher preparation programs are in need of admission criteria that will identify candidates who are most likely to succeed in student teaching. The Group Assessment Procedure, which measures soft skills, may fulfill that need. As an alternative to the individual interview and a derivative of the assessment center method for selecting managers in the field of business, the Group Assessment Procedure is a 90-minute, simultaneous interview of numerous candidates. Evidence of the Group Assessment Procedure’s validity as a selection tool was limited to teacher candidates attending large public institutions of higher education in both Israel and Utah. The purpose of this study was to validate the Group Assessment Procedure as a viable teacher candidate selection tool at a small, private university in the Midwest. This nonexperimental, predictive validity study examined the relationship between teacher education candidates’ Group Assessment scores and grade point average (GPA) with student teaching performance scores. Findings of this study suggest that Group Assessment Procedure scores are better predictors of student teaching performance scores than GPA at the time of admission. If implemented, these findings will empower teacher education programs to efficiently select teacher education candidates who are most likely to succeed in student teaching.
Abstract: The purpose of this mixed methods research is to examine teachers’ perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy skills. Using the International Reading Association’s RTI principles, the following question directed this inquiry: what are the perspectives of teachers in various educational, geographic, economic and cultural settings of the RTI? The research was developed through questionnaires, focus groups and semi-structured interviews. Findings revealed that teacher professional development, assessments and collaboration for instruction were highly integrated themes when developing RTI strategies as reforming practice and increasing student literacy. Michigan and Texas teachers were more confident and comfortable in measuring and identifying students with reading difficulties over their ability to prevent learning disabilities through their instruction.
Abstract: Purpose – The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction. Design/methodology/approach – Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three-tiered intervention approach beginning with the classroom teacher. Findings – Findings show the strategies one principal used to implement RTI practices using a whole-organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations. Research limitations/implications – Research implications relate to the limited sample a single-case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes. Practical implications – Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children. Originality/value – This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.
Lampe, Cliff, Paul Resnick, Andrea Forte, Sarita Yardi, Dana Rotman, Todd Marshall, and Wayne Lutters. “Educational Priorities for Technology-Mediated Social Participation.” Computer 43, no. 11 (November 2010): 60-67. doi: 10.1109/MC.2010.316
Abstract: An ambitious TMSP education program, which recognizes that learners fall into multiple categories, will facilitate training people to participate in the complex interplay between social participation and technical systems.
Linton, Dale. “Schools as Communities.” Journal Of Research On Christian Education 17, no. 2 (September 2008): 247-249.
Abstract: Edited by James Drexler, PhD, of Covent College, this book is a compilation of various works by 21 experienced Christian educational practitioners affiliated with several Christian institutions of higher education, the Association of Christian Schools International, or current educational leaders in prominent K-12 Christian schools. Four central themes, “community,” “a grace based perspective,” “the ‘weightier issues of the law,’ and “culturally relevant and engaged,” are integrated throughout the book’s focus on various educational leadership issues and subjects. The book is divided into four sections: Building Community: Foundational Principles; Building Community Among Faculty and Staff; Building Community for Student, and Building Community with Others with Strategic chapters imbedded within each section. A “Now What? Application to Practice” is provided at the end of each chapter allowing the reader(s) a means of reflection and practical application of the principles presented.