This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles and 10 stories that are presented in a combination of vignettes written in the voice of the participant and expository comments. Iterative analysis of the 10 stories using the features or elements of story (setting, character, tone, and theme) yielded a number of patterns. In sum, consideration of these findings informs a deeper and richer understanding of induction through the experiences and perspectives of the purposively and conveniently selected participant in this study. Her case supports the rationale for this inquiry. She demonstrated a keen awareness of the struggles novices face. Yet, she self-identified as successful and her administration concurred. The overarching finding is deep insight into the persona of the participant--a survivor that understood successes as a novice teacher to be occurrences marked in sometimes minimal relief upon a context of struggle.

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<p> Leadership is important to the effective functioning of organizations. In education, what leaders do influences pedagogy and student learning. While knowledge on transformational leadership (TL) has been developed from transnational studies, what leaders actually do may not be the same in Ghana due to influences of contextual factors. The specific problem is the lack of knowledge on the TL practices and the factors that influence the leadership practices of the college of education (CoE) principal in Ghana. The purpose of this case study was to identify the nature of the TL practices of Ghana&rsquo;s CoEs principals, the perceived factors that influence their leadership practices, and how the principals define successful CoE leadership. The study participants comprised eight principals, five vice principals, and three assessment officers. The researcher gathered qualitative data for the study using a semi-structured interview protocol in face-to-face interview sessions. Each interview session was electronically recorded for accurate record keeping and ease of transcription. Following transcription, member checking allowed participants to review and certify the accuracy of the data. Data analysis involved the identification of convergent and divergent points grouped under themes and presented as the study results. The results revealed that Ghana&rsquo;s CoEs principals engaged in leadership actions under each of Kouzes and Posner&rsquo;s exemplary leadership practices. Primarily, the principals model the way by focusing on getting the job done; inspire a shared vision through meetings and discussions with stakeholders; challenge the process by outlining work schedules and assigning employees roles to perform; enable others through staff development initiatives; and encourage the heart of others by recognizing and rewarding efforts as well as addressing staff welfare and professional development needs. Also, the results show that two major factors that influence the principals&rsquo; leadership practices are their personal characteristics and work contexts. To the participating principals, the number one indicator of successful CoE leadership is the active involvement of stakeholders in decision making processes and college activities. Future research must focus on the extent to which the principals apply TL and the exploration of effective leadership competencies for developing Ghana&rsquo;s CoEs as the institutions become full-fledged tertiary institutions.</p>

<p> Practitioner Inquiry provided the framework for teachers (participants) and the teacher as researcher to work collaboratively engaging in a continuous process of planning lessons, reflecting on practice, systematically collecting data, and problem solving as they integrated technology within literacy curriculum. Three teachers (Trio Group) met weekly to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy/technology integration with other teachers. These teachers shared their learning with a larger group of teachers (Technology Team) who then hosted a professional development session for the entire faculty to teach them how to integrate technology within instructional practice. Data was gathered from faculty surveys, lesson plans, the Trio Group&rsquo;s blog posts, videotaped collaboration, audio recordings of all meetings, researcher&rsquo;s field journal, and the final reflections of faculty. Data was analyzed using &ldquo;in vivo coding&rdquo; (Saldana, 2009), looking at each data source independently, and then creating larger categories that led to a descriptive view of the data in themes. Key findings that positively impacted teachers&rsquo; ability to learn how to integrate technology were: acknowledging teachers&rsquo; perceptions, providing time for collaboration with colleagues, application of practice, scaffolding the learning, and job embedded reflection. Implications include considering a broader view of literacy, technology, and instructional knowledge to include digital literacy and the TPACK framework (Kohler &amp; Mishra, 2009). Implications also include re-envisioning the roles of educators as well as traditional professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development that could lead to meaningful and sustainable learning opportunities for teachers.</p>

<p> En la actualidad existen estudiantes que manifiestan tener actitudes negativas hacia la matem&aacute;tica e indican que el hecho de tener que tomar un curso de matem&aacute;tica les provoca ansiedad. El prop&oacute;sito de esta investigaci&oacute;n fue determinar cu&aacute;l es la actitud hacia la matem&aacute;tica de estudiantes universitarios que tomaron alg&uacute;n curso b&aacute;sico de matem&aacute;tica e identificar si muestran tener ansiedad hacia la clase de matem&aacute;tica. De la misma forma, se determin&oacute; como se relacionan esas actitudes y la ansiedad hacia la matem&aacute;tica con diferentes caracter&iacute;sticas demogr&aacute;ficas y acad&eacute;micas, incluso con el &eacute;xito acad&eacute;mico en estos cursos b&aacute;sicos. </p><p> En esta investigaci&oacute;n se determinaron las actitudes y la ansiedad hacia la matem&aacute;tica de 182 estudiantes de un recinto en particular de una instituci&oacute;n privada, localizada al sur de Puerto Rico los cuales tomaron un curso b&aacute;sico de matem&aacute;tica. Para ello se utilizaron dos cuestionarios, el de Actitud Hacia la Matem&aacute;tica de Elena Auzmendi y la traducci&oacute;n en espa&ntilde;ol de sMARS por Isabel N&uacute;&ntilde;ez y colaboradoras. Los estudiantes mostraron actitudes m&aacute;s positivas en los factores actitudinales ansiedad, agrado, utilidad y motivaci&oacute;n; en los niveles de ansiedad se reflejaron datos positivos en los factores examen y tarea. Al comparar las actitudes y la ansiedad con las caracter&iacute;sticas demogr&aacute;ficas y acad&eacute;micas se encontraron diferencias estad&iacute;sticamente significativas para el g&eacute;nero, la primera generaci&oacute;n, el promedio general, la nota final, el uso materiales y lecturas, el uso de la calculadora cient&iacute;fica y graficadora, el uso de manipulativos y el uso de libros electr&oacute;nicos. El mejor modelo de regresi&oacute;n log&iacute;stica para explicar el &eacute;xito acad&eacute;mico en el curso b&aacute;sico de matem&aacute;tica se determin&oacute; que el mismo estuvo compuesto por las variables demogr&aacute;ficas del g&eacute;nero; las variables acad&eacute;micas del promedio general, la modalidad del curso, uso de la calculadora cient&iacute;fica, adem&aacute;s de las variables de actitud y ansiedad. La variable con mayor cambio y m&aacute;s determinante para alcanzar el &eacute;xito acad&eacute;mico en el curso de matem&aacute;tica es el promedio general.</p>

<p> <b>Purpose.</b> The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls&rsquo; schools. Identification of these leadership practices currently used by teachers in girls&rsquo; schools will aid in teacher development or pedagogical training and contribute to a richer, fuller educational experience for their students. </p><p> Methods. A thorough review of the literature demonstrated that the dimensions of Bass&rsquo;s transformational leadership theory may be applied to pedagogical practice in schools. The literature review resulted in the theoretical framework. A qualitative design was selected for the study. The researcher employed the case story approach research method, which utilized input from individuals to identify key transformational teaching practices. The participants were 7 teachers in an all-girls school in Southern California. Validity of the interview questions was assured through employing an expert panel, and reliability was established through use of a second data reviewer. </p><p> <b>Findings.</b> The study identified 18 key transformational leadership practices that are classified within Bass&rsquo;s theory of transformational leadership. These practices fell into the dimensions of Bass&rsquo;s theory: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Two additional themes emerged as findings of interest. </p><p> <b>Conclusions.</b> This study identified practices of transformational teachers in an all-girls school. By identifying specific transformational teaching practices, this study can assist teachers in applying transformational teaching methods which they can utilize as part of their teaching practice. Identification and reinforcement of these practices may be included in teacher training as they begin instruction at girls&rsquo; schools. Additionally, girls&rsquo; school administrators and faculty mentors may use the results of the study to create teacher professional development programs at their schools. </p><p> <b>Recommendations.</b> More research is needed to understand how transformational teaching practices affect student learning. Teacher education programs may use these findings as support for increasing their instruction of transformational teaching techniques. The findings may also reveal practices that school leaders such as principals, division directors, or other administrators can promote with their faculty members.</p>

<p> This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant&rsquo;s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school. </p><p> Cross-case analysis findings illuminate each teacher&rsquo;s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting. </p><p> Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers. </p><p> It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.</p>

<p> The purpose of this study was to examine the effects of virtual manipulative on children&rsquo;s algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects is proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children&rsquo;s algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surveys, pretest and posttest for algebraic thinking, and intervention assignments utilizing online math content materials regarding algebraic thinking. Data was analyzed using a statistical method using SPSS 24.0, including descriptive statistics, Pearson correlation analysis, effective size, and paired <i>t</i>-test. This study found that students&rsquo; test scores improved significantly in overall math scores, showing that there was a statistically significant difference between the pretest and the posttest through the intervention using e-based virtual manipulative. This study also found that student&rsquo;s test scores increased in three algebra thinking content areas such as unknown variables, properties of operations, and arithmetic pattern with a significant difference. This study also found that students&rsquo; disposition scores increased in all three areas of attitude, confidence, and belief. This study will benefit students in early-grade levels with positive impact on usage of e-based virtual manipulative intervention activities for better understanding algebraic thinking and effective pedagogy.</p>

<p> Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers&rsquo; knowledge, ability, and confidence level caring for students with food allergies. Bandura&rsquo;s social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.</p>

<p> To effectively meet students&rsquo; needs, educational reform in science calls for adaptive instruction based on students&rsquo; thinking. To gain an understanding of what students know, a teacher needs to attend to, probe, and analyze student thinking to provide information to base curricular decisions, upon. These three components make up the skill of noticing. Learning to notice is not easy for any teacher, but is especially difficult for preservice teachers, who lack the experience these skills require. Additionally they lack the professional knowledge needed to inform responses. </p><p> The purpose of this study was to discover how a combination of scaffolds: video-based reflection on practice, a professional learning community, and a content specific moderator as a guide can be embedded into a methods course to support preservice teachers&rsquo; learning to professionally notice elementary students&rsquo; scientific thinking in order to provide a responsive curriculum. The study was designed on the premise that the skill of professional noticing is critical for preservice teachers to acquire the knowledge and ability to develop their personal PCK and topic specific professional knowledge. </p><p> It was situated in a methods course as this is the structure provided within teacher education programs to tie theory to practice. This qualitative case study, studied one section of an elementary science methods course during teaching of their science unit. In general participants&rsquo; skills progressed from noticing the class as a whole to attending to specific students&rsquo; thinking and from a focus on evaluation to interpretation. By the end they were connecting teaching strategies to student thinking. How participants&rsquo; responded to what they had noticed progressed as well, moving from frontloading information to creating additional constructivist based learning experiences when encountering student confusion demonstrating growth in their professional knowledge as well as their noticing skills. </p><p> They attributed certain aspects of their growth to different parts the intervention, for instance learning to probe thinking to video, learning to construct learning experiences to the content specific moderator, and learning to decide next steps to the professional learning community. </p><p> This study points to the efficacy of employing these scaffolds, found useful in other contexts, within science education.</p>