2470 Slices
Medium 9781475837544

Johnson

Rowman & Littlefield Publishers ePub

Flipped Learning

Student Perceptions and Achievement in Teacher Education

Vickie Johnston and Cynthia Dawn Martelli

ABSTRACT: This article offers preliminary evidence of the impact of using flipped learning on pre-service students’ perceptions of effectiveness and usefulness in teacher training programs. Content understanding and course perceptions of forty teacher candidates were examined. Content understanding was measured by both the performance on a course exam and the Florida Teacher Certification Exam (FTCE) Language Arts and Reading section of the Florida Subject Area Exam for Elementary Education (SAE); course perceptions were represented by an end-of-semester survey. While course exam results indicated no statistical increase in content understanding, results from FTCE/SAE indicated flipped classroom participants had higher passing rates; participants also reported positive learning and engagement in the flipped learning model. Themes involving engagement, pace, and quality of instruction consistently emerged from these student responses; anecdotal evidence suggests that student learning was improved when using a flipped classroom model compared to a traditional classroom model, but more research is needed.

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Medium 9781475811711

Educational Leadership: The Effects of Perceived Support, Organization-Based Self-Esteem, and Citizenship Behaviors on Student Performance

Rowman & Littlefield Publishers ePub

Nicholas W. Twigg

Educational Leadership: The Effects of Perceived Support, Organization-Based Self-Esteem, and Citizenship Behaviors on Student Performance

ABSTRACT: It is important to retain qualified teachers in any educational environment. This is especially true for teachers who work in a structured environment fraught with administrative, logistical, and political challenges. The principal is responsible for providing a supportive educational environment, which is necessary for an atmosphere where the teacher feels comfortable. This study suggests that leadership style influences the citizenship behaviors of teachers and student performance through a covenantal model that goes beyond economic, social, and psychological exchange models. Leadership style is measured with a triangulated design where the principal’s self-reported leadership style is compared with administrators’ and teachers’ evaluations so that a top-down and bottom-up measure of leadership style is assessed. The covenantal model also shows a significant positive relationship to student performance as measured by the objective state assessment scores. Limitations of the study, implications for administrators, and directions for future research issues are discussed.

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Medium 9781475837520

Challenges and Possibilities of Teacher Education in Portugal in Neoliberal Times

Rowman & Littlefield Publishers ePub

Challenges and Possibilities of Teacher Education in Portugal in Neoliberal Times

MARIA ALFREDO MOREIRA1

The most serious neoliberal threats to teacher education programs in Portugal started in the 1980s, when an unruly explosion in the private offer in Higher Education (HE2), a process legitimized by the hegemonic neoliberal discourse at the time, took place (Moreira & Silva, 2016). Three consecutive right-wing majority governments used the legitimizing principles of a neoliberal ideology to open up the market: freedom of teaching and learning, downsizing the role of the State, and fostering the participation of what some would call the civil society in affairs regarded as being under the monopoly of the State (Moreira & Silva, 2016). While the public sector remained under control and regulation of the State, with tight assessment and accreditation systems, the private offer bloomed without any form of serious regulation. Only recently, under the auspices of the national Agency for Assessment and Accreditation of Higher Education (A3ES), has this situation been changed.3

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Medium 9781475843033

Leadership Perceptions of Principals with and without Special Education Backgrounds

Rowman & Littlefield Publishers ePub

Rob Schulze

Mary Lynn Boscardin

Leadership Perceptions of Principals with and without Special Education Backgrounds

ABSTRACT: This study investigated the perceptions of leadership by public school principals with and without special education backgrounds. Utilizing Q-sort methodology, principals sorted 47 leadership statements. Findings indicated prior special education experience was not a predictor of subsequent leadership perceptions. Instead, two factors emerged where one was composed of younger, less educated, less experienced principals in lower-performing schools who valued instructional and transactional leadership and the other was composed of older, more educated, more experienced, and more ethnically diverse principals who worked in higher-performing schools who valued transformational-collaborative leadership. The results suggest principals with and without special education backgrounds follow a developmental path.

KEY WORDS: Special Education Leadership, Principals, Administration, Q-Methodology

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Medium 9781442244368

Calvin for Postmoderns: Humility as Method and Message

Rowman & Littlefield Publishers ePub

Calvin for Postmoderns: Humility as Method and Message

Karen Petersen Finch

When I came to you, brothers and sisters, I did not come proclaiming the mystery of God to in lofty words or wisdom, for I decided to know nothing among you except Jesus Christ and him crucified.

—1 Cor 2:1 (NRSV)

Readers may be wondering what I am about, putting John Calvin and postmodernity in the same sentence. Let me clarify the approach I am not going to take. This article will not present a de-clawed version of Calvin’s thinking, pair it with contemporary notions of truth and value, and then try to persuade the reader that Calvin was secretly a postmodernist. In biblical studies circles, this strategy would be referred to as a failure of distanciation. Yet I do believe that Calvin has something to say to contemporary Western culture on the subject of humility: a subject that touches the heart of contemporary concerns.1

A caveat or two is necessary with respect to the definition of “postmodern.” There is a good deal of academic debate over the meaning of this term and of associated terms, such as metanarrative.2 We will touch on an aspect of this debate below. However, in order to avoid getting mired in that debate, within this article we will speak primarily of postmodernity in the cultural sense, as a rejection of modernist cultural forces, which are still powerfully present in the form of hyper-modernism.3 I appreciate Kevin Vanhoozer’s comment that the chief sin of modernity is pride.4 A great many of the themes of contemporary art, literature, and cultural discourse have emerged as a reaction against this pride in human power and the accompanying abuse of power, portraying modernity as “a project of ‘mastery’ that would eventually lead to Auschwitz.”5 If (as I will demonstrate) Calvin is concerned about pride, and postmodernity is also thus concerned, we ought to be able to bring Calvin’s emphasis on humility into twenty-first-century focus in a meaningful way. This exercise in theological retrieval begins with the recognition that humility is central not only to Calvin’s theological message, but to his method as well.

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