Browsing by Subject "teachers"
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Item A World of Difference' Teacher Survey: Winter, 1992-93.(1993) Sinclair, MarkItem Collaborative Rural Nurse Practitioner Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2000) Minnesota Center for Survey ResearchItem Elementary School Teachers’ Attitudes Toward the Inclusion of Deaf and Hard of Hearing Students in Two Midwestern Urban Schools(2018-12) Bozkurt, EzgiThis qualitative study aimed to investigate teachers’ perceptions and attitudes toward the inclusion of deaf and hard of hearing (DHH) students and possible factors influencing their attitudes, and to provide recommendations to promote positive attitudes. Eight elementary general education teachers teaching DHH students in inclusive settings were interviewed individually and observed during instruction. Relevant themes were identified from the collected data. Findings showed that although teachers held favorable attitudes toward including DHH students in their classrooms, they held more positive attitudes toward including students with low-level hearing loss than profoundly deaf or deaf students. Main factors influencing participants’ attitudes and the success of inclusive education programs were perceived as teacher training and support. To change teachers’ attitudes positively and enable successful inclusion, stakeholders should consider factors affecting teachers’ attitudes. Timely and consistent support for both teachers and students should be an integral part of these education programs.Item Examining Special Educators Verbal Responsiveness in Groups of Students with Autism Spectrum Disorder(2015-10) Qian, XueqinThis study aimed to examine whether verbal responsiveness to students’ attentional focus and verbal/vocal acts in special educators varied among subgroups of preschool students with Autism Spectrum Disorder (ASD) (n = 112). Participants were divided into clusters using cluster analysis based on their standardized scores from the Preschool Language Scale-4 and the Mullen Scales of Early Learning. For each student, a 15-minute video of free play in school setting was collected. Three types of responsive utterances were coded: follow-in directives for behavior, follow-in directives for language, and follow-in comments. Results showed that the clusters did not differ in the rate of overall responsive utterances. Additionally, the groups did not differ in follow-in directives for behavior after controlling for classroom types. However, compared with a cluster of students with ASD who scored within normal range on standardized cognitive and language tests, the cluster of students with more severe cognitive and language impairments received a significantly higher rate of follow-in directives for language from special educators. Moreover, student engagement was positively associated with the amount of responsive utterances from the teacher. Students with more cognitive and language impairments produced significantly fewer vocal/verbal acts, which may have resulted in receiving fewer verbal responses from their teachers.Item Formal Education of Menominee Children at the High School Level: Teachers.(Center for Urban and Regional Affairs, University of Minnesota., 1972) Harkins, Arthur M. et al.Item Formal Education of Menominee Children at the Middle School Level: Teachers.(Center for Urban and Regional Affairs, University of Minnesota., 1972) Harkins, Arthur M. et al.Item “It’s Really Hard to Pump as a Teacher!”: An Inquiry into the Embodied Experiences of Lactating Teachers(2022-09) Toedt, EliseThis qualitative research study is the first in education to explore the daily, visceral experiences of K-12 lactating teachers in the United States. Across disciplines, scant research has been conducted that focuses on the embodied and emotional experiences of lactating people at work (Gatrell, 2019; Ryan, et al, 2011; Stearns, 1999). Bodyfeeding is a marker of “good” citizenship and “good” parenting, yet teachers, charged with reproducing state ideologies of citizenship, don’t have the space or time needed to express milk at work. This research fills a gap in cross-disciplinary literature focused on remedying the ways capitalist, patriarchal institutional structures sidestep the bodily needs of workers for the sake of workplace efficiency. It shows how lactating teachers navigate and make sense of two conflicting imperatives: On the one hand, the engrained ways they have learned to orient their time towards the reproduction of schooling norms, and on the other, their embodied need to produce milk. Informed by feminist approaches to qualitative research, I conducted 20 in-depth qualitative interviews with teachers in the Twin Cities metro who have expressed milk at work since 2010, and another 15 interviews with union leaders, administrators, and public health officials across Minnesota. I frame my study using social reproduction theory (Bhattacharya, 2017; Federici, 2014) to show how reproductive labor like expressing milk is framed as “not-work” within a capitalist understanding of production. I use poetic transcription to foreground the firsthand accounts of teachers and to demonstrate the embodied and emotional resonances across participants’ accounts (Cahnmann-Taylor & Siegesmund, 2018; Faulkner, 2016). For data analysis, I take up cultural historical activity theory (Engeström, 2001) to argue that the need to express milk functions as a crucial moment because teachers cannot fulfill their role as professionals as mapped out by current expectations. I take up Garland-Thomson’s (2011) concept of misfits and Sarah Ahmed’s (2017) subsequent application of this concept to show how the onus is put on lactating teachers to navigate incompatibilities between their bodily needs and the school day regime and positions them as “misfits” in schools. I draw from the concepts of outlaw emotions (Jagger, 1989), pleasure activism (brown, 2019), and the uses of the erotic (Lorde, 1984) to highlight the how the emotional experiences of lactating teachers need to be considered when creating policies and practices about lactation. Findings illustrate how patriarchal, capitalist logic is at play in how time and space are organized in schools, and how lactating teachers’ bodies are positioned by this logic, while they also resist and transform the organization of schools. My study shows that a lack of structural support for lactating teachers contributes to an inequitable work environment in schools. Implications include that individuals, buildings, and districts can create more humane conditions for lactating teachers by enacting modest reforms like creating school lactation spaces and providing additional time, outside of existing break times, to pump. Yet while stop-gap reforms in schools such as creating lactation spaces are one step in the right direction, more sweeping change is necessary.Item Minnesota K-12 Education: A Catalogue of Reform Proposals.(Center for Urban and Regional Affairs, University of Minnesota, 1986) Wells, Lawrence C.Item National Study of American Indian Education Research Reports. Vol. III. Teachers and curriculum for American Indian Youth.(1970) Fuchs, Estelle; Krause, Georg; Ziegler, Carol; Havighurst, Robert J.Item Osseo Magnet School Teacher Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2003) Minnesota Center for Survey ResearchItem Suggested Educational Programs for Teachers and Parents of Urban Indian Youth.(Center for Urban and Regional Affairs, University of Minnesota., 1971) Cavender, Chris C.Item Teachers of Minneapolis Elementary Indian Children: 1969 Survey Results.(Center for Urban and Regional Affairs, University of Minnesota. Training Center for Community Programs., 1970)Item Teachers of Minneapolis Junior High School Indian Children: A Second *Problem School.*(Center for Urban and Regional Affairs, University of Minnesota. Training Center for Community Programs., 1970) Harkins, Arthur M.; Sherarts, I. Karon; Woods, Richard G.Item Teachers of Saint Paul Elementary Indian Children: 1969 Survey Results.(Center for Urban and Regional Affairs, University of Minnesota. Training Center for Community Programs., 1970) Harkins, Arthur M.; Sherarts, I. Karon; Woods, Richard G.Item University of Minnesota Class of '39 Symposium: How Can We Help Our University? What's the Problem?(Center for Urban and Regional Affairs, University of Minnesota, 1989) University of Minnesota Class of '39Item Using Implementation Science to Improve Adoption of Curriculum-Based Assessments Among Early Childhood Teachers(2023-06) Selameab, TehoutDespite the importance of child assessment data in early childhood education, teachers struggle with its use in their work. This study uses an implementation science approach to explore facilitators and barriers to teacher use of child assessment practices in three Head Start centers and tests a specific strategy to improve teacher practice. This study explores two research questions: (1) How do teachers perceive their current assessment practices in terms of use and level of difficulty? What do teachers believe about child assessment practices? How do teachers perceive their use of child assessment data for individualizing instruction? What do organizational leaders believe are the individual and organizational level facilitators and barriers related to child assessment practices? (2) What is the impact of employing one specific implementation strategy identified by teacher/center leaders on the quality of teacher-child assessment practices? Data was generated from 43 teacher surveys, 7 interviews with center leaders, and an audit of child assessment data entered by 16 teachers in the study sites. The study found that teachers report they are skilled in completing child observations, collecting observation data, entering data into an assessment database, and using data for lesson planning. Teachers are less confident in choosing a developmental level for each child. Most teachers in the study trust their judgment of student progress more than assessment, but many also consider assessment practices part of their professional responsibility. Teachers were less likely to agree that assessment practices benefit their students, make their jobs easier or were supported by their coworkers. Head Start leaders revealed several organizational-level facilitators of teacher assessment practices, including policies requiring assessment and mandated organizational support, such as financial resources for ongoing professional development, technology solutions, and compliance practices that keep assessment practices in place. Individual-level facilitators that support teacher assessment practices include an educated workforce with long tenures and commitment to the classroom. Barriers to teacher adoption of child assessment practices reported by leaders include English language comprehension of complex child development concepts, insufficiently protected time, a high volume of required observation data, and teaching team incompatibility. A few leaders felt assessment practices were inconsistent with this local Head Start's organizational culture around relationships. Teachers and leaders in this study hypothesized that a lower data volume would help improve teacher assessment practices. This feedback inspired a small-scale study where the required data was halved for three months. An audit process of child observation records assessed four data quality elements of child assessment data completed by teachers before and after the reduction in required data. Teachers completed the first three elements in both pre-and post-intervention periods, with similar average scores. The individualization of observation notes showed modest improvement between pre-and post-intervention periods. The overall average score for all data quality elements increased slightly from 30.0 (pre-intervention) to 32.7 (post-intervention). This study provides Head Start leadership with targeted data for decision-making. This study demonstrates how implementation science frameworks and evaluative thinking can be used to tackle practical problems in complex settings. Following a systematic assessment of known implementation facilitators and barriers, this study piloted a specific implementation strategy for improving teacher practice and generated targeted data for improving teacher practice. Replicating the approach used in this study –the use of targeted studies of specific implementation strategies – will improve teacher use of child assessment practices.