This purpose of this study examined the effectiveness in technology integration among Texas educator preparation pathways and identified successful approaches in developing the technology competencies of preservice teachers. Existing data collected by the Texas Education Agency's Exit Survey by preservice teachers completing an educator preparation program was used to conduct a quantitative study. Data was imported into SPSS to conduct statistical analysis. The findings are discussed and recommendations for future research are provided to inform future development of technology integration in educator preparation programs.

The purpose of the study is to contribute to knowledge about educators' perceptions of biology teaching in the preschool's outdoor environment.  The study focuses on educators’ perceptions of biology teaching, biology teaching in the outdoor environment and perceptions of how it can contribute to children's learning. The study is based on John Dewey’s pragmatic learning theory and the didactic questions of what, where, how and why.  The study was conducted through a survey in which 44 active preschool educators participated. The educators work work as preschool teachers, principals and special education teachers.  The result shows that educators have perceptions of biology teaching that takes place in the outdoor environment contributes that the children gets to take part in several of the curriculum's goals. Therefore, this is assumed to promote the children’s learning and development.  The children gets to use all of their senses, experience practically and not only theoretically, and when they learn about their environment, it contributes to them having a further good attitude and approach against our society and the world around them, according to the educators perceptions. The result also showed educators perceptions and awareness of being present and in biology teaching so that the children can acquire knowledge about the subject. The perceptions describes that if educators make the content connected to biology visible so the children can pay attention to it and in a fun and meaningful way get to conquer knowledge in the subject. / Syftet med studien är att bidra med kunskap om pedagogers uppfattningarkring biologiundervisning i förskolans utomhusmiljö. Studien fokuserar påvilka uppfattningar pedagoger har om biologiundervisning,biologiundervisning i utomhusmiljön samt uppfattningar kring hur det kanbidra till barnens lärande. Studien utgår ifrån John Dewey’s pragmatiska lärteori och de didaktiskafrågorna vad, var, hur samt varför. Studien genomfördes med hjälp av enenkätundersökning där 44 verksamma pedagoger inom förskolansverksamhet deltog. Pedagogerna arbetar som förskollärare, barnskötare,rektorer och specialpedagoger. I resultatet framkommer pedagogers uppfattningar om attbiologiundervisning som sker i utomhusmiljön bidrar till att barnen får ta delav flera av läroplanens mål och antas därför främja barnens lärande ochutveckling. Barnen får använda sig av alla sina sinnen, uppleva praktiskt ochinte enbart teoretiskt samt att när de lär om sin natur bidrar det till att de fåren vidare bra inställning samt förhållningssätt mot vårt samhälle ochomvärld, uppfattar pedagogerna. Resultatet visade även pedagogers uppfattningar och medvetenhet om att varanärvarande och engagerad vid biologiundervisning för att barnen då skakunna inhämta kunskaper om ämnet. Uppfattningarna beskriver att ompedagogerna synliggör innehållet kopplat till biologi så kan barnenuppmärksamma det och på ett roligt och meningsfullt sätt få erövrakunskaper inom ämnet

According to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of training in gifted education for educators. Of the 100 respondents, 79% agreed or strongly agreed with the need for specialized training for educators working with gifted students. 60.6% of respondents agreed or strongly agreed with outcomes with gifted students being positively influenced by research of and experiences with gifted students. The data showed a statistically significant, positive correlation between attitudes towards giftedness within education and agreement with outcomes with gifted students being positively influenced by research of and experiences with gifted students. Results suggest teacher candidates recognize a value in training in gifted education but do not see themselves as gifted educators and are unaware of how to be trained in gifted education.

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In recent years, we have witnessed a faster pace of implementation of digital resources in schools, not least due to the covid-19 pandemic. Digital education tools are today considered a main component of schools and are seen as a hygiene factor. In 2017, the Swedish government introduced a national strategy to further digitalise the Swedish schools for that reason. It is believed that it is a matter of equality, that all students deserve a sufficient level of digital competence to improve their learning capabilities. Based on factors linked to active learning and interaction, the purpose of the study is to investigate educators’ experiences of digital teaching in primary schools and how it affects their work. To answer the study’s questions, semi-structured interviews have been conducted with educators who work at schools. The results show that the educators have a positive outlook regarding the use of digital resources and that is makes it easier for educators while at the same time providing students with resources for increased learning. There was thus no talk of a return, but there was criticism around the scope, evaluation, support networks, interaction and interoperability of these tools. However, the theoretical framework shows that there are forces at work that have identified the same problems and are working actively to address these matters. / Under de senaste åren har vi fått bevittna en ännu snabbare takt av implementering av digitala resurser på skolverksamheter, inte minst på grund av covid-19 pandemin. Digitala verktyg anses idag vara en huvudkomponent i skolverksamheter och ses som en hygienfaktor. År 2017 införde regeringen en nationell strategi för att digitalisera alla skolverksamheter av den anledningen. Man menar att det faktiskt är en fråga om jämställdhet, att alla elever ska få besitta en tillräcklig digital kompetens för att kunna ökas in inlärning. Utifrån faktorer kopplade till en aktiv kunskapsproduktion och interaktionsmöjligheter, är studiens syfte att undersöka pedagogers upplevelser av digitalundervisning främst på grundskolan och hur det påverkar deras arbete. För att besvara studiens frågeställningar har det genomförts semistrukturerade intervjuer med pedagoger som arbetar på skolverksamheter. Resultaten visar att pedagogerna har en positiv utgångspunkt gällande digitala resurser och att det underlättar för pedagoger samtidigt som det tillför eleverna med resurser för en ökad inlärning. Det talades alltså inte om en tillbakagång men man förde kritik mot omfattningen, utvärderingen, stödnätverket, interaktiviteten och interoperabiliteten kring dessa verktyg. Det teoretiska ramverket påvisar dock att det finns en mängd olika aktörer som i nuläget arbetar med att lösa de problem som identifierats av respondenterna.

This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners. / Educational Leadership

In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. Schön's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners. / Ph. D.

Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers “missing in action,” and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.

1 online resource (122 leaves : ill.) / Educator stress is a grave problem. The aim of this research is to understand female secondary school educators' personality awareness in relation to work related stress, with particular reference to an independent school in Witbank, Mpumalanga, South Africa. In the literature study I determined the nature of work related stress in educators' lives and investigated personality awareness. My empirical research established the level of work related stress experienced by female educators and how an awareness of different personalities may influence the person's experience of work related stress. The research methods were qualitative in nature and included an interview as well as focus group observations. Findings suggested that all the educators were stressed to a lesser or greater degree, but the critical fact was that what is stressful to one person may not be stressful to another. Based on the findings, recommendations were made for improvements to help alleviate educator stress. / Educational Studies / M. Ed. (specialisation in Guidance and Councelling)