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Browsing by Author "Klimaitis, Cindy Carter"

Now showing 1 - 4 of 4
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    Inclusive Practices in the Collaborative, Co-Taught K-12 Classroom in One Virginia School Division: A Qualitative Study
    Fleming, Jennifer Lynn (Virginia Tech, 2022-09-16)
    The topic of this study is inclusive strategies utilized by teachers in collaborative, co-taught K-12 classrooms. The purpose of this qualitative study was to identify inclusive practices, strategies, communication, and professional development (PD) factors in collaborative, co-taught K-12 inclusive classrooms. A gap was addressed in the literature by exploring and investigating the lived experiences of collaborative, co-teaching teams. The primary research question for this study was, what practices and strategies are implemented in collaborative, co-taught K-12 classrooms? The secondary questions were (a) What strategies do co-teaching collaborations utilize? (b) What communications/collaborations between partners were utilized? (c) What additional training/support do co-teaching partners need from administrators? A demographic survey of 48 teachers was completed, and focus groups or one-on-one interviews were conducted with nine participants from nine schools. The research site consisted of teachers from nine K-12 public schools representing varying levels: primary, middle, and secondary. Nine eligible teachers agreed to participate in a one-on-one or focus group interview paired by areas of expertise using a protocol. Criteria for participation were one or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. Data on effective practices and strategies in collaborative, co-taught K-12 classrooms as perceived by teachers were analyzed. Deductive coding was used to determine common themes, similarities, differences, and patterns from the data. Eight major findings were discovered, including collaborative, co-teaching pair strategies, administrative needs, and tips for future pairs. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strategies for improving inclusive practices. The interview findings were used to identify strategies (e.g., differentiated lessons, scaffolding, team approach, and station teaching) for improving inclusive practices. Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement.
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    Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division
    Klimaitis, Cindy Carter (Virginia Tech, 2020-09-25)
    This study identified key instructional practices for science, technology, engineering, and mathematics (STEM) lessons for students with disabilities (SWD) based on the perceptions of teachers. Barriers to STEM lessons for SWD were identified, as well as the professional development desired by teachers. SWD can benefit from participation in STEM lessons. STEM is an acronym that is often defined as an interdisciplinary approach to learning by incorporating at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. This basic qualitative study consisted of 13 interviews (5 elementary, 4 middle, and 4 high school) with teachers from 12 schools. Results were analyzed using deductive coding to identify instructional practices, barriers, and recommended professional development. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, teachers believe that professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category. The information gained should support teachers and school leaders with inclusivity of SWD in STEM lessons.
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    An Investigation into the Psychological Capital of Second-Career Teachers and Factors Influencing Their Scores
    Flanagan, Amanda Grace (Virginia Tech, 2024-04-12)
    The purpose of this qualitative study was to examine the Psychological Capital (PsyCap) of second-career teachers (SCTs) and their perceptions of what affects their PsyCap in the workplace by surveying and interviewing second-career teachers in public school districts in central eastern and northern Virginia. The research questions were: What is the PsyCap of a second-career teacher? What are the factors that second-career teachers perceive to contribute to their PsyCap? Participants were located in rural and suburban school districts in central eastern and northern Virginia. Data collection consisted of demographic surveys, the Psychological Capital Questionnaire survey (PCQ-24), and semi-structured interviews. Eighteen second-career teachers were purposefully selected from 34 who completed the demographic survey data and PsyCap-24 to participate in semi-structured interviews using the interview questions protocol. Common themes from the interviews were determined using deductive and inductive coding. Major findings were that second-career teachers exhibited a high average workplace positive PsyCapof 4.8; mentorship and strong peer support significantly influence second-career teachers' positive PsyCap; and a teacher's relationships with colleagues and their team's impact second-career teachers' positive PsyCap. Additional findings also showed that positive relationships with administration and prior-life experiences in other fields contributed to an increase in positive PsyCap. Whereas extra duties assigned to second-career teachers negatively impact their overall PsyCap. These results underscored the significance of nurturing positive PsyCap among second-career teachers, adding to the broader research on educators' PsyCap and its impact on teacher retention and job satisfaction in education.
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    School Board Decision Making about the Adoption of Equity Policies in Education: Relevance for the Equitable Treatment of Transgender Students Within Virginia
    Weymouth-German, Jessica Cluverius (Virginia Tech, 2024-05-14)
    The purpose of this study was to find out about school board decision making regarding the treatment of transgender students in Virginia's public schools' policies. The research questions were (1) What is involved in deciding to adopt policies addressing equitable treatment of, and access to education for, transgender students? (2) What influences school boards' adoption of educational equity policies? Participants and school divisions were selected based on their participation in policy decision making for the equitable treatment of transgender students. Data collection involved a one-on-one interview with a school board member and recordings of local school board meetings, committee meetings, and workshops. Common themes were developed through multiple readings of interview and meeting transcripts. Major findings include policy alignment with beliefs and values, trust between stakeholders, legal status of the policy and related topics, implementation and real-world scenarios, and decision makers' background and experiences. Additional data points evidenced community input, advice of school division staff, timing in relation to other contextual events, the political landscape, and equity discussions also impact school board decision making. Suggestions for policymakers involve focusing on creating systems to ensure equitable access to decision making for varied populations and creating frameworks for impartial decisions when controversy is involved. Implications for practitioners are also explored: (a) learning about policy decision makers' backgrounds, beliefs and experiences; (b) preparing presentations and information based on top factors impacting decision making and (c) focusing on implementation outcomes with community input. These results may impact adoption of educational equity policies more efficiently by school boards, potentially resulting in supporting previously excluded student groups' access to equal education and increased success, no matter their identity.