Recent Submissions

  • Slam Dunk! Home Run! A Guide to Understanding Disabilities

    Kou, Nai-Cheng; Janousek, Cole; Weidenaar, Lindsey; Wortham, Theresa; Martinez, Corinne Cozzaglio; Mastromonico, Jeff; Cullum, Ashley; Botero, Christopher G. (Augusta University, 2017-07-13)
    SLAM DUNK! HOME RUN! is an interactive comic designed to help teachers and students better understand students in their class who may have disabilities and more specifically, understanding that in a physical education setting.
  • Teachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the Literature

    Pettit, Stacie; Department of Teacher Education (2011)
    This literature review on teachers’ beliefs about English Language Learners (ELLs) in mainstream classrooms is organized into three sections: (1) inservice teachers’ existing beliefs, (2) predictors of inservice teachers’ beliefs, and (3) the connection between inservice teachers’ beliefs and practice. This body of literature points to a clear need for increased professional development for mainstream teachers because currently, teacher education possesses a “poverty of language learning.” According to the research included in this review, a relationship exists between beliefs and practice in relation to teaching ELLs in mainstream classrooms. Certain factors, such as training in teaching ELLs, years teaching experience, and exposure to language diversity, have been identified as predictors of mainstream teachers’ beliefs about English to Speakers of Other Languages (ESOL) students. It is important for teachers who hold deficit beliefs toward ELLs to adopt a new set of beliefs for successful inclusion of ELLs.
  • Middle School Mathematics Techers' Beliefs About ELLs in Mainstream Classrooms

    Pettit, Stacie; Department of Teacher Education (2014-02)
    The purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, and to explore the support teachers need to teach ELLs. A questionnaire was completed by 106 middle school mathematics teachers from 11 school systems in Georgia.
  • Collaboration vs. Individualism: What Is Better for the Rising Academic?

    Kemp, Andrew T.; Department of Teacher Education (Nova Southeastern University, 2013-12-16)
    In academia, scholarship and research productivity is the lifeblood of success. The question is, “What is the best way to be productive and more forward in a academic career—collaboration or individualism?” Obviously, the final choice is personal. However, for the purpose of this paper, the two sides will be discussed regarding the strengths and weaknesses of each avenue. Recommendations regarding the viability of collaboration and competition will be discussed in relation to personal attributes, career goals, and rank. In addition, a new methodology, tentatively called Layered Narrative, will be piloted with this project.
  • Teachers an students' beliefs about ELLs in mainstream mathematics classrooms

    Pettit, Stacie; Department of Teacher Education (The University of Mississippi, 2013-04)
    The purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, to explore the support teachers need to teach ELLs, and understand some of the experiences of ELLs in mainstream mathematics classrooms. In addition to student and teacher interviews, 106 middle school mathematics teachers from 11 school systems completed a questionnaire. The qualitative portion of the data is presented here.
  • Factors influencing middle school methematics teachers' beliefs about ELLs in mainstream classroom

    Pettit, Stacie; Department of Teacher Education (Texas Tech University, 2011)
    The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the “Middle School Mathematics Teachers’ Beliefs about English Language Learners Questionnaire.” Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.