<p> The radiating negative effects of oppressive systems can be halted globally by centralizing the needs of polyvictims through the trauma-aware facilitation of inclusive learning environments utilizing the tool of metaphor. While metaphor restores cognitive functioning impaired by trauma, inclusive facilitation methods diminish allostatic load, increasing an individual&rsquo;s agency and social engagement and thereby manifesting systemic social changes that thwart and diminish oppressive systems.</p><p> In what follows, I will examine the correlations between the chronic oppressive traumas of marginalization, otherwise known as legalized bigotry, and the reciprocal negative social outcomes such as expulsion, incarceration, homelessness, illness, and chronic poverty incurred by targets of marginalization known hereafter as polyvictims. I will also explore the healing cognitive exercise of metaphor as a means of confronting existing trauma in a non-harming manner while restoring and adapting the neural networks altered by surviving oppression and systemic traumatization. Finally, I will offer a facilitated exercise that utilizes trauma-aware, inclusive methodologies designed by centralizing the absent needs of marginalized polyvictims through experiential, co-created, social change.</p><p> I have made use of plural pronouns throughout as a means of demonstrating consistent alliance with readers, educators, guides, and advocates and in strategic departure from gender binary language that is alienating for multiple populations.</p><p>

<p> The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty&rsquo;s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty&rsquo;s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education. </p><p> Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported.</p><p> Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty.</p><p> The results suggests that faculty&rsquo;s personal and professional use of technology influences the integration of informatics into curriculum. Recommendations for practice include incorporating an informatics champion within each school of nursing to enhance faculty members comfort with technology.</p>

<p>The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

This study explores the effect of policy and funding changes in the further education (FE) sector on the nature of teacher professionalism and the general vocational curriculum. In the last decade there has been tremendous change in the FE sector. It has been argued that this has been the result of fundamental alterations in the organization and distribution of work. The consequence has been that much governmental attention has been paid to the post-school sector. The recent White Paper Learning to Succeed (DfEE, 1999b) has been one of a number of attempts to redress the perceived failure of the sector to provide a skilled workforce for the needs of industry. My thesis seeks to reflect upon the effects of policy and funding changes in one further education college. It concentrates on changes in general vocational education and training. It reflects on the impact of those changes upon teacher professionalism in further education. The research took place in a college of further education using case study methods. The data for my findings are derived from participant observation techniques and semi-structured interviews with teaching staff. It utilized a qualitative critical ethnographic methodology with the aim of giving a voice to those most affected by the changes. Lecturers believe that significant changes to the sector were initiated by the Incorporation of colleges (April, 1993) and have accelerated since. The fieldwork took place in the academic year 1998-99. The literature review part of my research found that, in order to advance the government's vision for a 'learning society', it opined that alterations in the general vocational curriculum were necessary. I believe that changes to the professional lives of college lecturers were required in order to implement that end. It is my conviction that the changes are instrumental. They are about preparing young people for the needs of industry alone. The lecturers in my study believe such changes have had a negative effect on their definitions of the concept of professionalism. Further to this, they feel that the new qualifications and the way they had to be taught, to the backdrop of, for example, cuts in class contact hours, have had a detrimental effect on the education and training of students. These developments, they maintain, will militate against any evolution of a true 'learning society', if such a society would have the aim of producing a future citizenry (not just workers) in a 'reflective participatory democracy'.

The purpose of this research was to examine the issues pertaining to the change to a credit based system (CBS) in its first academic year of implementation 1997/98. Through the use of a longitudinal study, interviews were administered to academic and management staff at the beginning and end of the first CBS academic year, to evaluate the expectations and the reality of the implementation of a CBS at The Hong Kong Polytechnic University. The findings disclosed that the faculty and its staff were prepared and reacted well to the introduction of a CBS. However, the development of this new system tended to be an amalgamation of pre-existing programmes. The overall expectations of CBS had to do more with the operational aspects of the new scheme than with the anticipated results of CBS itself. Final examinations were reintroduced to coursework-only subjects. The elective selection process was moved closer to the semester they were offered. A relationship was established between the extent of participants' previous CBS experience and ease of introduction. This finding was further significant as previous CBS knowledge resulted in frustration over the slow pace and the extent of the scheme being introduced. To ease the phasing-in process, it is recommended that staff be involved in the early stages of establishing CBS. There also appears to be a clear need for further advice, explanation and guidelines on the new grading system. The university may need to secure a centralised examination system, including an examination timetable. More training for management and staff on how to advise students is needed. A task group is suggested to standardise CBS administrative procedures university-wide. Furthermore, the university needs to encourage departments to open up their subjects and, at the same time, give their students real opportunities to take up the choices offered.

<p> In recent years, there has been increased attention on teacher quality and on teacher candidate development (Cochran-Smith &amp; Zeichner, 2005; Schuster, 2012). Demands on teachers are growing (Darling-Hammond &amp; Bransford, 2005) with an expanding diversity and needs of students (Villegas &amp; Lucas, 2002; Walsh, 2012). Now, more than ever, it is important to understand how candidates are prepared for the teaching profession (Ladson-Billings, 2001). This study examined one vital aspect of teacher education: the role of teacher educators in preparing candidates to partner with families. In spite of substantial evidence of a positive correlation to students&rsquo; academic success with increased partnerships between the home and school (Dearing, Kreider, Simpkins, &amp; Weiss, 2006; Epstein &amp; Sheldon, 2002; Henderson &amp; Mapp, 2002; Hoover-Dempsey, Battiato, Walker, Reed, DeJong, &amp; Jones, 2001; Jeynes, 2007), teacher candidates still lack the necessary skills to work with families (Caspe, Lopez, Chu, &amp; Weiss, 2011). This study used critical pedagogy as a theoretical framework to investigate how teacher educators applied family-school partnership (FSP) modules into their courses. Through a qualitative phenomenological research design, interview and survey data were collected and analyzed on 11 teacher educators and 200 candidates over a two-year period of time. The constant comparative method (Merriam, 2009) was conducted to analyze multiple interviews of the teacher educators, which was triangulated (Stake, 2004) with surveys of teacher candidates. Findings indicated that (a) teacher educators&rsquo; FSP beliefs were positively influenced by piloting of FSP modules, (b) teacher educators&rsquo; locus of control affected their ability to apply FSP content into their courses, and (c) teacher candidates&rsquo; one-sided views of family-school relationships could be changed to one of &ldquo;partnerships.&rdquo; The implications of this research affirm the need to support teacher educators in preparing their candidates to work with families.</p>

This study is an investigation of the baccalaureate degree requirements in industrial arts education and industrial technology education with special emphasis on the similarities and differences between the two curriculums. The criteria used as a basis for comparison are (1) clarification of terminology, (2) historical trends in the development of the present programs, (3) basic program philosophies, (4) curriculum content, (5) objectives sought by each curriculum, (6) number of graduates from each program, and (7) employment of the graduates.

No description available.

<p>Scholars have focused the majority of differentiated instruction research on the effect that differentiation has on student achievement, but have overlooked whether or not the delivery method makes a difference on student achievement. Research questions: Is there a significant difference in Language Arts fluency total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Is there a significant difference in Language Arts in comprehension total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Archival records (128) were examined from a (BOY) and (MOY) mClass Dibels Next and mClass Dibels TRC assessments. There was a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that received traditional instruction for growth focusing on fluency and it was determined through an independent samples t-test. There was not a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that receive traditional instruction for growth focusing on comprehension. The results of the inferential tests determined that the students that received their differentiation from the software program had significantly higher growth results than their counterparts that received the differentiation from their classroom teachers in the area of fluency. For the area of comprehension, there was not a significant difference between the two groups.

This qualitative research study investigated the experiences of five education faculty members about their experiences with technology. These faculty members come from different areas of education. They participated in a technology-based project, the purpose of which was to help faculty members integrate technology into their classrooms and implement technology in their instructions. Before the project, all of the faculty members had experiences with technology, such as emails, Internet searches and PowerPoint applications. During the project, most of them learned web page design and more technology integration into their curriculum and instruction. The purpose of this study is to respond to the need to identify, study and disseminate examples of technology using teachers and portray a group of education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and factors that influence their beliefs and practices with technology integration are the focus of this study. Based on the literature and the research studies, the following questions were formulated in the following: 1. How has participation in the technology-based project influenced faculty members' beliefs and practices with technology integration? 2. What are the factors that influence faculty members' practices regarding technology? The findings are the following. All participants have always believed that technology is an important tool and should be integrated into the teaching and learning. However they believe that technology is not the only tool that can be used to enhance teaching and learning. Their experienced in the grant project have increased their confidence and comfort in using technology by being exposed to presentations and having real hands-on activities within a certain time period that did not conflict their academic calendars. Factors that influence their beliefs and practices are: experiences in the project, access to technology and technical problems, Administrative support (from the department and project directors) and technical support: from the students, from faculty, from technician, technological leadership, communication within the community and outside, time, and subject Issues. Internal factors identified include personal belief, personal feelings with technology use, demand of time to learn, learning style, and classroom teaching.