Browsing College of Social and Behavioral Sciences by Author "Dees, Laura"
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ItemThe Classroom Management Experience of Educators in Diverse Classrooms: Informing Teacher Education(Arkansas Association of Teacher Educators, 2018-03) Dees, Laura; LaCour, MistyThe purpose of this qualitative study was to describe the phenomenological nature of seventy two education professionals and to report findings to express the cognitive strategies employed regarding classroom management. The research questions sought to determine participant’s perceptions of classroom management strategies to meet the needs of diverse learners in the classroom. The research study findings suggest that in any classroom with management strategies, students respond to caring teachers. Therefore, a culturally responsive classroom that provides differentiation of classroom strategies appears to be the best for students with diverse needs. These results can inform teacher educators as to the strategies identified by current teachers as most effective in providing classroom management for diverse classrooms. ItemClosing the Excellence Gap for English Learners and Students of Color(2018-05-29) Nyberg, Julia; LaCour, Misty; Dees, Laura; Hansen, LaurieCurrently, a gap exists in which English Learners (ELs) “are persistently underrepresented in advanced classes and in programs for students identified as gifted” (Coronado & Lewis, 2017, p. 238). While the number of ELs has increased in classrooms across the nation, the “excellence gap” has widened over recent years due to the underrepresentation of students of color in gifted programs. One strategy that school districts can implement to close the excellence gap and open the opportunity to support gifted programs for ELs and students of color is by providing a family engagement workshop which addresses the needs of underrepresented gifted students. ItemCreating a Positive Classroom Environment to Meet the Needs of the Foster Child(Project Innovation, 2016) LaCour, Misty; McGlawn, Penny; Dees, LauraFoster children often struggle socially, emotionally, and academically in the school setting leading to school failure. By establishing a positive classroom environment, teachers can provide for the needs of the foster child while encouraging academic achievement. This study seeks to determine teacher best practices for meeting the needs of foster children to ensure success in the classroom. Themes emerged from the research indicating teachers’ best practices for incorporating proactive disciplinary techniques, praise and encouragement into the daily routine, and effective homework strategies. These best practices can be implemented by the classroom teacher to ensure the success of the foster children. ItemExploring Teachers' Use of Tablets in the Classroom: Tools for Engaging At-Risk Learners(Common Ground Research Networks, 2017) Dees, Laura; LaCour, Misty; Lockwood, RobertThis research study utilized a mixed-methods approach to explore how teachers typically use tablets in the classroom and how the use of this technology meets the needs of at-risk learners. The participants of the study were forty-one in-field P-12 educators in the southeastern United States. The results of this study indicated the frequency by which teachers use tablets to support classroom instruction as well as the specific uses of tablet technology in the classroom. The study results also indicated teachers’ specific applications for effectively implementing tablets in their classrooms. In addition, teachers’ perceptions of the effectiveness of tablets in supporting the learning for at-risk students in the classroom was explored. ItemHomework Tips that Encourage a Trauma-Sensitive Environment: Homework Choice Board to Encourage a Trauma-Sensitive Environment(ASCD EDAdvantage, 2019-06-10) LaCour, Misty; Nyberg, Julia; McGlawn, Penny; Dees, LauraProviding choices to students experiencing trauma gives them a sense of control and empowerment in their learning. Consider implementing these strategies in your classroom. ItemImproving Literacy Development in Foster Children: Best Practices for the K-6 Classroom(Common Ground Research Networks, 2016) LaCour, Misty; McGlawn, Penny; Dees, LauraFoster children who have experienced abuse or neglect often struggle academically, particularly in the area of literacy development. This research study explored current teachers’ best practices for improving literacy development in foster children in the K-6 classroom. Themes emerged indicating the teachers’ perceptions of meeting the needs of foster children, especially as related to improving literacy skills and encouraging literacy development. These best practices can be implemented by K-6 teachers to assist in preventing school failure for foster children.