Educational Research: Theory and Practice
Volume 34, Issue 3, 2023
Editor: Bob Ives
ISSN: 2637-8965
Perceptions of and Readiness for RTI Implementation
in a P-12 School District
Donita R. Torres — Eastern Washington University, Washington, USA
Ann Van Wig — Eastern Washington University, Washington, USA
Eliza Jex — Eastern Washington University, Washington, USA
Abstract: With any new initiative, stakeholder insights provide critical information that can aid in the execution of the project. Gathering stakeholder perceptions of a new initiative is particularly critical in schools where teachers’ varied beliefs may influence outcomes. Recognizing and acknowledging beliefs may make the difference in adoption of new initiatives, such as Response to Intervention (RTI). Using case study design, this qualitative study collected teacher perceptions and understandings regarding the implementation of a district wide RTI model. The Stages of Concern (SoC) diagnostic dimension from the Concern-Based Adoption Model guided data analysis. Through deductive coding, several themes surfaced on the SoC continuum including concern for professional development, doubt of effectiveness, and leadership execution. The study provides insight for teachers, researchers, and school leaders on SoC during change and RTI implementation.
Reference:
Torres, D. R., Van Wig, A. & Jex, E. (2023). Perceptions of and readiness for RTI implementation in a P-12 school district. Educational Research: Theory and Practice, 34(3), 1-16.
License: Attribution 4.0 International
An Experiment on Texting to Nudge the
Moral Reasoning Development of Preservice Teachers
Jed Locquiao — Minnesota State University Moorhead, Minnesota, USA & University of Nevada Reno, Nevada, USA
Abstract: This experiment tested the use of a nudge-based texting intervention on the moral reasoning development of preservice teachers. The intervention sent cellphone text messages of moral scenarios in one of two forms over the course of 42 days (6 weeks). Results showed no significant interaction between group assignment and time across all four indices of moral reasoning development. Findings present initial evidence that nudge-based text messages do not affect moral reasoning development of preservice teachers. Discussion reviews implications with design and use of a nudge-based approach to support moral reasoning development among teachers.
Reference:
Locquiao, J. (2023). An experiment on texting to nudge the moral reasoning development of preservice teachers. Educational Research: Theory and Practice, 34(3), 17-47.
License: Attribution 4.0 International
No Way Out: Public and Charter Schools in Dallas and Detroit
Lawrence Baines — Berry College, Georgia, USA
Abstract: A variety of databases were used to answer questions about charter and public schools with regard low-income students, special education students, and academic performance. Charter schools in Dallas and Detroit served comparable numbers of poor children, but charter schools enrolled far fewer students in special education. “High-performing” charter schools had 1) fewer poor students 2) fewer special education students 3) anomalous test scores 4) a location on the outskirts of a school district and 5) selective admissions. Although charter schools have been promoted as “better” than public schools, only 9% of charter schools in Dallas and Detroit surpassed the average pass rate posted by public schools on the eighth-grade reading/language arts test. For eighth graders in Dallas and Detroit, especially those in the center city, charter schools offered no advantages over public schools.
Reference:
Baines, L. (2023). No way out: Public and charter schools in Dallas and Detroit. Educational Research: Theory and Practice, 34(3), 48-59.
License: Attribution 4.0 International
Ranking, Income Diversification, and Income Size – Are They Related?
Aljoša Šestanović — Oxford Business College, Oxford, England, United Kingdom
Fayyaz Hussain Qureshi — Oxford Business College, Oxford, England, United Kingdom
Sarwar Khawaja — Oxford Business College, Oxford, England, United Kingdom
Abstract: This paper aims to assess the degree of the income diversification of the UK higher education providers as a component of their overall financial resilience. In addition, we investigate a correlation between ranking, income diversification, and income size. The main research question is whether the higher ranking of the universities, in particular, is associated with higher income and higher diversification relative to lower-ranked universities. To measure income diversification using descriptive statistics, we use Hirschman-Herfindahl Index (HHI), Corrected HHI, and Revenue Diversification Index (RDI). We covered a period of ten years, from 2010/11 to 2019/20. The findings reveal that a higher ranking of the universities measured by both ranking systems has been significantly positively correlated with the size of income and income diversification and negatively correlated with income concentration.
Reference:
A. Šestanović, A., Qureshi, F. H. & Khawaja, S. (2023). Ranking, income diversification, and income size – Are they related? The case of the UK higher education providers. Educational Research: Theory and Practice, 34(3), 60-72.
License: Attribution 4.0 International
Human Resources Management Practices and the Effectiveness of School Management: Lessons for Leadership
Matilda Obeng Kyereh — Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana
Anthony Kwarteng Addai-Amoah — Catholic University, Sunyani, Ghana
Augustine Owusu-Addo — Catholic University, Sunyani, Ghana
Abstract: This paper reports the contribution of human resource management practices to the effectiveness of Senior High School Management. A quantitative research approach and a descriptive research design were adopted. A sample of 120 respondents were selected for the study using census survey and simple random sampling. A questionnaire was used to gather data from the respondents. The data were analysed using descriptive and inferential statistics. It was found that the factors that highly affect the smooth implementation of human resource management practices were adequate infrastructure, finance, effective leadership, quality staff, increased in students’ population, effective training and collaboration. There was a positive and significant relationship between the effectiveness of school management and the implementation of human resource management practices. Therefore, there is the need for management to prioritise the use of resources and provide guidance for the staff in the respective schools.
Reference:
Kyereh, M. O., Addai-Amoah, A. K. & Owusu-Addo, A. (2023). Human resources management practices and the effectiveness of school management: Lessons for leadership. Educational Research: Theory and Practice, 34(3), 73-85.
License: Attribution 4.0 International
Difficulties Encountered by Vocational Training Students in Distance Learning
Rachid El Bettioui — Ibn Zohr University, Agadir, Morocco
Francisco Baptista Gil — University of Algarve, Faro, Portugal
Paulo Falcão Alves — University of Algarve, Faro, Portugal
Abstract: The paper mainly consisted of studying the difficulties of the distance learning applied by Moroccan Vocational Training Department. An online questionnaire was completed by 286 trainees studying in the Moroccan Specialized Institutes of Applied Technology. A Multiple Correspondence Analysis (MCA), using SPSS Statistics, was conducted to analyze the pattern of relationships of model’s variables. Also, the Chi-Square test of independence was used to determine if there is a significant relationship between the nominal variables. The findings revealed that many institutes’ students find serious difficulties in following and understanding theirs professional training from homes. They do not attend their virtual classrooms in some distance learning’s platforms such as Microsoft Teams, which need a high cost of internet connection’s fees and a previous training and support program.
Reference:
El Bettioui, R., Gil, F. B. & Alves, P. F. (2023). Difficulties encountered by vocational training students in distance learning. Educational Research: Theory and Practice, 34(3), 86-102.
License: Attribution 4.0 International
Creating a Classroom for Social Justice: Secondary Teacher Perceptions of the Environmental Outcomes of Culturally Relevant Education
Owen Cegielski — University of Colorado Colorado Springs, Colorado, USA
Kristi Maida — University of Colorado Colorado Springs, Colorado, USA
Danny L. Morales — University of Colorado Colorado Springs, Colorado, USA
Sylvia L. Mendez — University of Colorado Colorado Springs, Colorado, USA
Abstract: This descriptive phenomenological study aimed to explore secondary teacher perceptions of the environmental outcomes of implementing culturally relevant education (CRE) in the curricula. Descriptive phenomenological data analysis strategies resulted in three constituencies, and the essential structure was conceptualized as follows: Secondary teachers who meaningfully embed CRE as a social justice pedagogical practice observe safe classroom spaces that bond students through empathy and an empowering learning community that raises students’ critical consciousness. However, a pedagogical shift in traditional teacher-centered roles is required for these CRE environmental outcomes to emerge. Study implications suggest that while secondary teachers realize the professed benefits of CRE in the classroom, customized support and professional development are needed to ensure effective implementation and resultant environmental outcomes.
Reference:
Cegielski, O., Maida, K., Morales, D. L. & Mendez, S. L. (2023). Creating a classroom for social justice: Secondary teacher perceptions of the environmental outcomes of culturally relevant education. Educational Research: Theory and Practice, 34(3), 103-116.
License: Attribution 4.0 International
On-Boarding Experienced Teachers in a New School
Emma Mecham — Utah State University, Utah, USA
Joseph Kozlowski — Utah State University, Utah, USA
Felicia Messervy — Utah State University, Utah, USA
Cami Player — Utah State University, Utah, USA
Joel Lopez — Utah State University, Utah, USA
Laura Reina — Utah State University, Utah, USA
Nathan Justis — Utah State University, Utah, USA
Abstract: Each year school administrators find themselves in the position of hiring new teachers and onboarding them to the unique expectations and context of the school. Such work most often happens while these new teachers are actively doing the work of teaching, with few contracted hours of training available. Limited research has focused on the experience of onboarding for teachers who are experienced in the field, but new to a particular school. Recognizing this challenge, this team of researchers and participants set out to examine the flow of information in one school for four teachers in their first year of teaching at a public charter school. Findings point to the complexities of onboarding in a school environment, including mentoring, expectations, the value of support and logistical needs.
Reference:
Mecham, E., Kozlowski, J., Messervy, F., Player, C., Lopez, J., Reina, L. & Justis, N. (2023). Onboarding experienced teachers in a new school. Educational Research: Theory and Practice, 34(3), 117-132.
License: Attribution 4.0 International
Does Reading while Listening to Text Improve Comprehension Compared to Reading Only? A Systematic Review and Meta-Analysis
Virginia Clinton-Lisell — University of North Dakota, North Dakota, USA
Abstract: Due to technological advancements such as text-to-speech software, reading while listening (audio-assisted reading) is widely available. However, the findings are mixed on the effectiveness of reading while listening as a tool to improve comprehension. The purpose of this study is to synthesize existing studies on reading while listening to determine for whom and under what circumstances reading while listening is helpful. A systematic review with a meta-analysis was conducted in which 30 eligible studies (total N = 1945) with 62 effect sizes were examined. Using robust variance analysis, a trivial overall benefit of reading while listening over reading only on comprehension was found g = .18, SE = .07, p = .01. Based on a meta-regression, this benefit appeared to be limited to studies in which reading was paced by the experimenter, g = 0.41, SE = 0.12, 95% CI = [0.13, 0.70], p = .01. There were no reliable effects of reading while listening when reading was self-paced, g = 0.06, SE = 0.06, 95% CI = [-0.07, 0.19], p = .34. Struggling readers’ overall comprehension and second language learners’ incidental vocabulary acquisition may be benefited through audio-assisted reading, but there are currently too few studies to afford generalizations on these claims.
Reference:
Clinton-Lisell, V. (2023). Does reading while listening to text improve comprehension compared to reading only? A systematic review and meta-analysis. Educational Research: Theory and Practice, 34(3), 133-155.
License: Attribution 4.0 International
Preservice Teachers’ Perceptions of Their Knowledge of and Confidence in Using High-Leverage Practices
Melanie Reaves — Montana State University Billings, Montana, USA
Melissa Sullivan-Walker — Montana State University Billings, Montana, USA
Trent Atkins — University of Montana, Montana, USA
Estee Aiken — University of Montana Western, Montana, USA
Kari Dahle-Huff — Montana State University Billings, Montana, USA
Abstract: High-Leverage Practices (HLPs) are a fundamental set of skills teachers should use consistently in the classroom to positively impact both their own capabilities and their students’ learning. In our state, the five most important HLPs have been embedded into multiple courses across several educator preparation programs (EPPs). We asked preservice teachers to share their perceptions of their knowledge of and confidence in implementing HLPs prior to being introduced to them in their courses. Preservice teachers reported overwhelmingly strong knowledge and confidence, despite having never learned about the HLPs. In addition to our results, we share our thoughts about the illusion of fluency, the Dunning-Kruger Effect, and implications for EPPs with regard to field experiences and implementing HLPs.
Reference:
Reaves, M., Sullivan-Walker, M., Atkins, T., Aiken, E. & Dahle-Huff, K. (2023). Preservice teachers’ perceptions of their knowledge of and confidence in using high-leverage practices. Educational Research: Theory and Practice, 34(3), 156-171.
License: Attribution 4.0 International
Comparative Effects of Presession and Interspersed Attention on the Academic Achievement of a Fourth Grade Student in an Inclusive Elementary Classroom
Kerry Wilson Kisinger — Eastern Washington University, Washington, USA
Abstract: This study evaluated the comparative effects of presession and interspersed attention on the academic achievement of an at-risk student in an inclusive fourth-grade classroom. Data indicated an increase in academic achievement during both presession and interspersed attention conditions. Additionally, data on disruptive behavior displayed as an average over session type including baseline, presession and interspersed phases as measured in two-minute intervals indicate both presession and interspersed attention phases are effective at decreasing disruptive behavior compared to the baseline phase. Additional implications for research and practice are discussed.
Reference:
Kisinger, K. W. (2023). Comparative effects of presession and interspersed attention on the academic achievement of a fourth grade student in an inclusive elementary classroom. Educational Research: Theory and Practice, 34(3), 172-186.
License: Attribution 4.0 International
Project RECESS (Review, Evaluate, and Create Effective Strategies and Stations)
Trent Atkins — University of Montana, Montana, USA
Connor Brandon — University of Montana, Montana, USA
Abstract: Project RECESS (Review, Evaluate, and Create Effective Strategies and Stations) is a project designed to decrease negative behaviors at recess in a large United States public school district. This brief review summarizes the key literature guiding the development of further data collection and focuses on defining recess, academic, social, and behavioral components of recess, and brief practices for maintaining safety at recess.
Reference:
Atkins, T. & Brandon, C. (2023). Project RECESS (Review, Evaluate, and Create Effective Strategies and Stations). Educational Research: Theory and Practice, 34(3), 187-195.
License: Attribution 4.0 International