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Adapted physical education specialists' perceptions and role in the consultation processLytle, Rebecca K. 15 April 1999 (has links)
The use of consultation as a means of delivering educational
instruction to students with disabilities in the general physical education
setting is becoming increasingly prevalent in the United States and is most
frequently operationalized in a triadic model. In this model the adapted
physical educator serves as the consultant, the general physical educator
serves as the consultee, and the student serves as the target, or the one who
receives the intervention. The purpose of this phenomenological study was
to answer the following questions. What are adapted physical education
specialists' perceptions about consultation as a delivery model for
individuals with disabilities? How do adapted physical education
specialists define an effective consultation model for adapted physical
education? How do adapted physical education specialists define their role
in the consultation process?
Six adapted physical education specialists participated in this study.
Analysis included two in-depth individual interviews, a one-day field
observation with each participant, researcher notes, and a final focus group
including, definition, situational context factors, effectiveness, skills, training,
consultation model preferences and roles. It was apparent from these
participants that consultation interactions on behalf of students with
disabilities varied greatly based on the multidimensional and dynamic nature
of the educational environment. Results showed that the use of consultation
was more prevalent with middle and high school students. It was also found
that adapted physical education (APE) consultation could be presented on a
continuum from proximal to distal, dependent on the degree of interaction
between the APE specialist, the general education teacher and the student. The
effectiveness of consultation was dependent upon the general education
teacher's attitude, the APE specialist's skills, and the degree of administrative
support. Finally, five roles of the APE consultant were delineated from the
participants' descriptions of their job-related interactions. These roles were;
advocate, educator, courier, supporter/helper, and resource coordinator. / Graduation date: 1999
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A qualitative study designed to explore some factors that white educators need to teach black students effectivelyHenry, Calvin Oscar Leon 16 April 1997 (has links)
The purpose of this study was to explore some of the factors White
educators need to teach Black students effectively. It examined what role the
race of the teachers may play in Black students' academic success and whether
White teachers are able and willing to meet the educational needs of Black
students. Eight White teachers were interviewed. In this study, race is defined
as a grouping of individuals who display the same phenotypic skin color by
which people in the United States identify themselves and are identified by
others.
Today's reality is that more and more Black students are being taught by
White teachers in public schools even where Black students are a majority.
There are still marked disparities in the academic achievement between Black
and White students. The gap between the academic achievement of White and
Black students in public secondary schools is increasing. White teachers have
not been properly prepared by their pre-service education programs and in-service
training to teach Black students effectively. White teachers recognized
that their preparation and training for teaching came out of their own cultural
background for the traditional students, either White students or students who
conform to mainstream Eurocentric standards, and that they are not being held
responsible and accountable for the productive academic achievement of the
Black students they teach. White teachers did not identify with their Black
students, and they dealt with Black students from their "White privilege"
perspective.
This study revealed the presence of racism in the public school and that
the race of the teacher did affect the achievement of Black students. It pointed
out that White teachers fear the Black students they teach. White teachers need
to be antiracist educators. They must understand racism and how different
forms of racism affect their belief systems and their philosophies of teaching.
Also they should know and understand how these forms of racism affect the
academic achievement of the Black students they teach. The concept of
"customer" being applied to teaching Black students might encourage White
teachers to be more responsive, accountable and productive in teaching Black
students. / Graduation date: 1997
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Legal aspects of public sector school oriented professional negotiations in all fifty statesStroup, Jack Lawrence 03 June 2011 (has links)
The problem of the investigation was to determine the legal status of public sector school oriented professional negotiations in the fifty states of the United States. Available data dealing with the status of public sector school oriented professional negotiations between boards of education and teacher organizations proved to be disorganized in terms of providing readily available, complete, and accurate information.The attorney general of each state was contacted by letter for the purpose of completing a questionnaire. The secondary source of information was the executive secretary of each state school board association.Thirty states have statutes mandating negotiations between boards of education and teacher organization representatives. Within each state statute information was gathered concerning (1) statutory inclusion, (2) impasse procedures, (3) grievance procedures, (4) scope of negotiations, (5) employee rights, (6) employer rights, and (7) strikes and penalties.Findings included:1. Thirty state legislatures have mandated negotiations between boards of education and teacher organizations.2. All state legislatures in the Northwest area of the United States mandate professional negotiations between boards of education and teacher organizations.3. One state legislature in the Southeast area of the United States mandates professional negotiations between boards of education and teacher organizations.4. One state statute prohibits boards of education from recognizing teacher organization representatives for the purpose of collective bargaining.5. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide teachers with exclusive representation,6. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide as negotiable items such matters as salaries, hours, and working conditions.7. All thirty state statutes mandating collective bargaining between boards of education and teacher organizations provide for settlement of impasse by mediation, factfinding, or arbitration.Conclusions were:1. Negotiation rights for teachers have come about more slowly than for most government employees.2. Increased organized efforts to formalize the negotiation procedures have continued to be faced by boards of education in all states.3. Teacher strikes are increasing in spite of anti-strike legislation in most states.4. Statutes have given priority to teacher rights in terms of the rights of teachers and boards of education.5. The passage of legislation is no panacea for problems stemming from board of education and teacher organization relationships and legislation will not eliminate the possibility of court cases, attorneys general opinions, and teacher strikes.Recommendations are:1. Periodic studies should be undertaken in order to update professional negotiation procedures.2. Specific statutory provisions should be studied in depth to determine if such provisions are fulfilling the needs of both parties.3. Attention should be given to professional negotiations within states to determine how legislation is being implemented and how the legal status is developing in states where no guidelines are provided.4. Further study should take place to determine the impact of statutory enactments on both parties.
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Moving from the classroom to online teaching: a study of change in faculty attitudesAwalt, Carolyn Joy 28 August 2008 (has links)
Not available / text
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The ethical dimension of the superintendency in handling allegations of sexual misconductFreeman, Magdalena H. Montelongo 28 August 2008 (has links)
Not available / text
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Minority faculty recruitment in community colleges: commitment, attitudes, beliefs, and perceptions of chief academic officersChapman, Brian G. 28 August 2008 (has links)
Not available / text
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Classroom response systems: what do they add to an active learning environment?Fies, Carmen Hedwig 28 August 2008 (has links)
Not available / text
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Constructions of the highly qualified teacher: the impact of a federal policy on high school math teachersBlue, Deborah Ann 28 August 2008 (has links)
Not available / text
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Special education teachers' perceptions of a principal's leadership characteristicsAvery, Royce Douglas 23 June 2011 (has links)
Not available / text
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The impact that selected National Labor Relations Board decisions have had on certain aspects of academic administration at private colleges and universitiesLee, Jerry Carlton 08 July 2010 (has links)
The organization of this dissertation is a topical one, thereby permitting the reader to locate the information relevant to a specific academic bargaining issue in a single chapter. Chapters one and two contain respectively an introduction to problem and a review of the literature of academic collective bargaining. Chapters three through seven deal separately and sequentially with the following topics: jurisdiction, bargaining unit scope, bargaining unit determinations, ancillary support personnel and unfair labor practices. Each of these chapters begins "with a short introduction to the subject area followed by descriptive briefs of the related, landmark cases heard by the National Labor Relations Board. Following the briefs, there is an analysis that examines the ramifications of each specific case and attempts to relate the cases to each other and detail the parallels and paradoxes between them. / Ph. D.
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