Education

This qualitative research study examined the supports required for 31 academically average 10 th grade students to succeed on three dual enrollment college courses. Conceptually, support was a team effort, with contributions considered from administrators, faculty, parents and students. The paper documents support contributions from all four teams of people, with significant evidence that students were developing important college readiness skills. Support mechanisms included such things as a learning community model, a stretched curriculum, reduced tuition fees, an interdisciplinary integrated curriculum, team-teaching, classroom accommodations and a nofailure rule. One unexpected finding was that tuition fees greatly increased parental support.

This article reports on a study that examined how nine K-12 teachers who self-identified as gay or lesbian connected their classroom practices to their experiences as gays and lesbians. The author found that in doing so, they taught in ways that put queer pedagogy into practice. Using a coconstructive grounded theory approach, the author explored participants’ relationships with the term queer and how they enacted queerness as teachers. The author found that even though participants (with one notable exception) rejected the term queer as a means of self-identification, they practiced a range of queer pedagogy. Although all participants queered their teaching practices and saw relationships between their teaching and their experiences as gays and lesbians, the openly gay participants were explicitly able to use their gayness to queer their teaching.

How students, parents, and administrators regard queer1 topics in the classroom varies widely depending on the climate of the school community. For the most part though, controversy surrounds mixing queerness and K-12 students. In some classrooms, homosexuality is only mentioned in a disparaging way. In others, it is explicitly omitted. In most, the mere mention of the word will grab students’ attention because it has been treated as a taboo subject for so long. But in a few instances, queerness has become a natural part of the curriculum. This study, which is a deeper exploration of data from a larger study, examines moments in K-12 classrooms when queerness becomes a part of the fabric of the curriculum instead of a focal point; in other words, moments when students take no particular notice of it. I do not argue that a teacher’s experiences being queer do not shape his or her teaching; in fact, I argue for the opposite stance in my book, Unmasking Identities: An Exploration of th...

Many prospective teachers are unaware of the encounters that Black, heterosexual women or White lesbians face. Here, we present encounter stories-individual narratives of poignant encounters and interactions that we have experienced with people unlike us-to identify with and ultimately draw on their experiences. Subsequently, the narratives become data that not only inform our work as teacher educators and scholars but also are used to shape prospective teachers' understanding of inimitable difference. Despite the heralded affirming visibility of Michelle Obama and Ellen Degeneres, oppressive practices and perspectives against Black women and lesbians continue. Our encounter stories are put forward as qualitative data that goes against the grain and empowers. Further, our narratives challenge the conventional linear written format by intersecting our authentic voices with extant theory. Given the growing diversity in K-12 education, it is crucial that prospective teachers gain meaningful insight of unique, real life experiences, examine those experiences against their own familiarities to recognize sameness amid difference. Subsequently, this recognition will help to situate prospective teachers to meet the curricular and social needs of all schoolchildren.

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought "How can I compete with that?" as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how gamebased teaching can be used to achieve 21 st century goals as outlined by business leaders within 21 st century educational constraints.

the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

This research is aims to determine the  leadership competencies for organization development intervention; it is a case study on educational quality assessment (QA) agency in Thailand. The objectives consisted of first, to identify and compare the current and expected perception toward leadership competencies of employees and management, and second, to identify the most important leadership competency.  The nature of this research work is research and development while employing the mixed method for data collection, analysis and interpretation. The eighty-one employees completed the questionnaires and ten of them were interviewed. The content validity on the instruments were reviewed by three experts prior to the realiability, Cronbach’s Alpha was tested. The result of reliability Cronbach indicated 0.968 on all questions in the questionniare. Key findings based on the survey showed that leaders “sometimes” demonstrated leading behaviors. Top three leadership competencies that are f...