Your search found 223 results.

Descriptors:
Grounded Theory; Private Schools; Visual Arts; Classroom Desegregation; Self Efficacy; Learning Disabilities; Metacognition; Teachers; Teaching Methods; Cognitive Processes; Elementary School Students; Observation; Data Analysis; Fine Arts; Workshops

Abstract:
This qualitative study examined the role of arts instruction and arts integrated teaching in the development of cognitive process and personal dispositions of children with moderate to severe learning disabilities. Interviews, observations, and artifact data were gathered to gain a deeper understanding of what and how children learn in and through the arts. The study was conducted at a private school for children with learning disabilities on the eastern coast of the United States. Approximately 140 children who ranged in grades 1- to 6 were observed during arts instruction and arts integrated classes over 32 hours. Observations also included viewing student permanent art products and performances such as dances and plays. Observations led to an in depth analysis and interaction with students and teachers within a variety of academic clubs and arts courses including drama, studio and visual arts, music, dance, and workshop. Twenty-one expert teachers, some of whom were observed during the student observations, in the fields of learning disabilities and the arts were interviewed. Two focus groups were conducted: one consisting of high school teaching artists and one consisting of elementary classroom teachers. Over 300 photographs of artifacts, lessons, and first-hand experiences were compiled and reviewed. All data sources were coded, and themes were developed after using a constant comparative method and triangulation of data sources that included knowledge, skills, and dispositions. Findings from the data indicated that when children with learning disabilities engaged in intensive arts and arts integrated instruction they appeared to develop specific knowledge, skills, and dispositions, as evidenced by interviews, observations, and analysis of student permanent products and performances. These factors resulted in the development of a conceptual model of arts-based and arts-integrated instruction for children with learning disabilities. Components of this conceptual model included metacognition, cognitive processing skills, content knowledge, perseverance, and self-efficacy. Implications for future research and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; High Schools; Classroom Desegregation; Technology Integration; Questionnaires; Educational Technology; Sampling; Secondary School Teachers; Educational Opportunities; Professional Development; Feedback (Response); Identification; Teacher Collaboration; Individualized Instruction

Abstract:
Classroom integration of technology is a complex process that must include thought to the purpose of integration and a plan for the professional development of the teachers. The change in any instructional practice requires an effective professional development plan that best addresses the needs of the teachers. This study investigated the level of technology integration of high school teachers and the professional development opportunities of those teachers. The goal of the study was to determine the level of technology integration as perceived by the teachers and administrators and to determine the professional development opportunities at each level. Three hundred and twelve teachers from thirteen high schools and across diverse content areas responded to a questionnaire. The first part of the questionnaire identified the tasks for which the students were using technology, the years of experience of the teachers, and the content areas of the teachers. The second part of the questionnaire asked the teachers to respond to statements aligned to the levels of technology integration. The third part of the questionnaire asked the teachers to respond to statements regarding frequency and type of professional development. The principals from each of the thirteen high schools and a random sampling of the responding teachers were also interviewed. The findings in this study indicated that the majority of the teachers were integrating technology at a routine level. Professional development that included independent exploration, collaborative time with peers, and on-site coaching had enabled these teachers to utilize technology for lessons and classroom management as well as to facilitate their students in using technology tools. This study also indicate that in order for teachers to move to higher levels of technology integration, the professional development needs to include differentiated, collaborative, real time opportunities on a frequency of at least monthly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Classroom Desegregation; Low Income; Talent; Parent Participation; Governance; Parent School Relationship; Cultural Pluralism; Hispanic Americans; Comparative Analysis; Middle Class; Whites; Asian Americans; Educational Change; Educational Improvement; Bilingual Education Programs

Abstract:
Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settings, diverse parent constituencies advocate changes in categorical programs like bilingual and gifted and talented education that impact classroom integration, and the ultimate program beneficiaries tend to be the children from higher income households. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Participation; Interpersonal Relationship; Classroom Environment; Classroom Research; Classroom Techniques; Racial Relations; Classroom Desegregation; Grade 9; Heterogeneous Grouping; Intervention; Teaching Experience; Language Arts

Abstract:
Kelly Sassi and Ebony Elizabeth Thomas describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"--the self-imposed student segregation and silencing of voice. Because of discussions during a Native American unit and student participation in a classroom intervention activity, interpersonal dynamics openly shifted for the better. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Practices; Teacher Student Relationship; Classroom Desegregation; Racial Segregation; Racial Integration; Educational Change; Power Structure; Empathy

Abstract:
This study explored the state of desegregation and integration in South African schools 11 years after the demise of Apartheid. Three classrooms in three desegregating schools with different histories and race profiles were visited. Overall, each classroom was visited on 10 occasions over a period of 2 weeks. Direct observation was the main data gathering technique. The main findings were that desegregation as assimilation is occurring in these schools, but institutionalized racism is still pervasive. Manifestations of this at the classroom level include negative stereotyping of Black students, selective empathy, discriminatory seating arrangements, devolution of authority to students on racial basis, and aversion to African languages. The study concludes that the Constitution of South Africa is being given the most minimalist interpretation where racial desegregation is concerned. It concludes further that for system change to occur at school level, a radical shift from thinking about desegregation to contemplating substantive integration must be undertaken. Only in this way is it possible to introduce anti-racism as a transformative device into schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Merchandising; Business Education; Department Heads; Teaching Methods; Teacher Attitudes; Higher Education; Learning Activities; Undergraduate Students; Classroom Desegregation; Questionnaires

Abstract:
In response to calls from both business practitioners and educators, this research explores the extent to which undergraduate marketing education is delivered with a cross-functional perspective. Given that marketing is often recognized as a boundary-spanning role within companies, marketing department chairs were asked to report on cross-functional teaching and learning activities within their departments and schools. While it appears that cross-functional teaching and learning does take place in the marketing classroom, it does not appear to be widespread among marketing departments within undergraduate business programs in the United States, and what is done tends to be accomplished within traditional pedagogical formats. These exploratory results point to several considerations for the implementation of cross-functional teaching and learning initiatives, as well as provide provocative material for stimulating marketing faculty discussions on the topic. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Desegregation; Teacher Student Relationship; White Students; Public Schools; Racial Attitudes; Public School Teachers; Student Attitudes; Teacher Attitudes; Racial Integration; Racial Composition; Student Diversity; Educational Environment; Secondary School Students; Secondary School Teachers; African American Students; Hispanic American Students

Abstract:
An overwhelming majority of public school teachers and students believe that racially integrated schooling is important. When asked what effect racially diverse environments have on achievement, half of teachers and three-quarters of students responded that integrated classes have no impact on student learning. This article reports on a poll conducted online with a nationally representative sample of 2,591 public school teachers and 1,102 students in grades 7-12. The survey, which gauges racial attitudes in schools a half-century after the U.S. Supreme Court struck down separate schooling for black and white students, found differences between teachers and students on questions of race and education. Teachers depicted more positive cultural climates in their schools than did students, who were more likely to report that racial tensions exist and that teachers have lower expectations for black and Hispanic students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Desegregation; Cognitive Processes; Constructivism (Learning); Cooperative Learning; Critical Thinking; Educational Strategies; Elementary Secondary Education; Higher Education; Interpersonal Relationship; Learning Processes; Motivation Techniques; Sociology; Teaching Methods

Abstract:
Focuses on the Jigsaw elementary secondary classroom model developed for desegregated classrooms experiencing hostility and competition. Describes the use of two small group sets to facilitate learning for promoting cooperation, summarized in four steps. Explains the Reverse Jigsaw method developed for higher education courses and outlined in three steps. (KDR)

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Descriptors:
Classroom Desegregation; Cooperative Learning; Diversity (Student); Elementary Education; Elementary School Students; Elementary School Teachers; Grade 4; Heterogeneous Grouping; Intermediate Grades; Interpersonal Competence; Leadership Styles; Peer Relationship; Politics of Education; Social Stratification; Socioeconomic Status; Student Behavior; Teaching Styles

Abstract:
This book highlights one school district's attempt to desegregate its schools according to socioeconomic status, focusing on a study of 10 fourth-grade classrooms. The study uncovered the ways that teachers' leadership styles, tasks, and reward structures affected students' peer relations. The 9 chapters focus on: (1) "Socioeconomic Desegregation and Community Politics" (the community of LaCrosse and the desegregation plan); (2) "Desegregation, Integration, and the Gulf That Can Lie Between Them" (desegregation and integration and classroom social organization); (3) "Places and Cases: The Toolbox Opened" (selection of 5 schools and 10 classrooms and data sources); (4) "Stepping Inside Ten Classrooms" (descriptive framework for activity and reward structure and the classrooms); (5) "A First Look at Peer Relations: Hierarchy and Egalitarianism" (predicting the shape of peer relations and distributions of workmate nominations); (6) "More on Peer Relations: Cohesive Subgroups" (e.g., two classrooms compared, subgroup membership, and egalitarian versus hierarchy); (7) "A Further Examination of Workmates and Playmates" (the models and findings); (8) "The Roots of Belonging and Participation" (location and focusing on students); and (9) "Implications for Educational Research and Practice" (revisiting five conditions for improved intergroup relations). An appendix presents the Student Sociometric Survey Instrument. (Contains references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ability Grouping; Civil Rights Legislation; Classroom Desegregation; Disability Identification; Educational Discrimination; Elementary Secondary Education; Enrollment; Federal Aid; Federal Legislation; Limited English Speaking; Minority Groups; Racial Bias; Sex Bias; Student Placement; Track System (Education)

Abstract:
Title VI of the Civil Rights Act of 1964 assures that no person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any program of activity receiving Federal financial assistance. These requirements, which apply to all school districts receiving federal funding, prohibit discrimination in the assignment of students to schools or classes and discrimination in ability grouping or tracking students. The law does not require that each school within a district have a racially balanced population, but schools must be able to demonstrate valid and nondiscriminatory reasons for assignments to classes with a substantially disproportionate number of minority or nonminority students. School districts are responsible for ensuring that students are not misclassified as being disabled and that misclassification does not result in students being inappropriately placed in special education classes. School districts are also responsible for providing equal educational opportunity to students of minority national origin with limited English proficiency. Schools must ensure that all students are given nondiscriminatory counseling information, and that they have equal access to elective courses. School districts have a further responsibility to ensure that they do not use ability grouping or tracking practices that result in discrimination on the basis of race, color, or national origin. At all times, schools and districts must be careful to use appropriate criteria and evaluation and testing methods before assigning students to specialized classes or courses of study. Screening procedures must be nondiscriminatory, and periodic testing and re-evaluation of students may be necessary. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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