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The repository is a service of the Western Connecticut State University libraries. Research and scholarly output included here has been selected and deposited by the individual university departments and centers on campus.
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Item Teacher Identity Development Through Growth Mindset, Coping and Meaning Making: An Intepretive Case Study of Preservice Teachers in the Liminal Space of Simulated Parent Teacher Conferences(2021-11-12)The subject of teacher identity is problematized by a number of factors and is compounded by its relationship to various constructs, including liminality. To further explore the process of teacheridentity development in preservice teachers, this interpretive case study addresses what the contribution of liminal experiences are to teacher identity formation, within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Qualitative data analysis resulted in one finding statement featuring three key themes each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences, (a) adopted a growth mindset, (b) employed coping strategies in liminality, and (c) made meaning from experiences. A discussion of the findings demonstrates that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity; implications included positioning the mixed-reality experience as a mastery opportunity to enable preservice teachers to build perceived self-efficacy and practice resilience. Preservice teacher participants who employed coping strategies in liminality exercised different forms of coping, but the range of strategies was limited. Because emotional regulation is an important asset to teaching, an implication is that teacher preparation might be mobilized as a context to teach coping strategies. Finally, with respect to how preservice teachers made meaning from experiences, a significant factor was the role reflection played in this process and an implication involves the need for preservice teachers to be acquainted with a range of reflective practices, including reflecting on their own identities.Item Exploratory Study of Middle School Teachers' Implementation of 3-Dimensional Learning Aligned with the Next Generation Science Standards2022(2022-07-12)This is a qualitative, descriptive, and multi-case study, in which the researcher investigated the perceptions of middle school teachers who were implementing three-dimensional learning aligned with the Next Generation Science Standards (NGSS) into their instructional practices. The participants were 10 middle school teachers who worked in three urban middle schools in western Connecticut. Data were gathered using survey questions, classroom observations using the EQUIP rubric version 2.0, and semi-structured interviews. The research questions were: What do middle school teachers believe is important for the teaching of science, when implementing the Next Generation Science Standards? What are the perceptions of middle school teachers regarding the strengths and weaknesses of the science curriculum after the adoption of the Next Generation Science Standards? How should professional development support middle school teachers who are implementing the Next Generation Science Standards? Themes that emerged through analyses of data included barriers and catalysts, development and methods. Results indicated that ongoing and focused professional development provides mastery experiences that lead to higher levels of teacher self-efficacy. Professional development created a clear structure for collaboration and this increased the participants’ levels of motivation for implementing three-dimensional learning. Semi-structured interview data indicated that trained teachers teaching colleagues on an ongoing basis in addition to support from school and district administration was a catalyst to implementing three dimensional learning. Qualitative results identified three sources as impacting self-efficacy: vicarious experiences; coaching and feedback; and performance outcomes or past experiences. Interview data indicated that the collective impact of both administrative support and collegial support not only encouraged teachers to change routine teaching practices and to take risks but it also provided supports to increase teacher self-efficacy and outcome expectancy.Item A Mixed Methods Study on the Effect of Emotional Awareness Exercises on Adaptiveness in Coping and Empathy with Pre-Service Teachers in Mixed Reality Simulations(2022-03-22)The purpose of this exploratory study was to gain insight into the perceived importance of emotional awareness with pre-service teachers (PSTs) participating in a mixed reality simulator (MRS), as well as the impact of emotional awareness exercises in a MRS on adaptiveness in coping and empathy. Emotional awareness includes the cognitive skills of appraisal, emotional recognition, and emotional regulation. Emotional intelligence, empathy, and adaptiveness in coping provided the theoretical framework for this study. A mixed-methods convergent research design was employed. The quantitative aspect of the study followed a quasi-experimental design and utilized a convenience sample of pre-service teachers (n = 27) enrolled in an Introduction to Education course that used an MRS, with the treatment group (n = 15) participating in emotional awareness exercises and the comparison group (n = 12) did not. Total Questionnaire of Cognitive and Affective Empathy (QCAE) scores, Cognitive Empathy QCAE subscale scores, Affective Empathy QCAE subscale scores, and Personal Functioning Inventory (PFI) scores were compared both between groups and within groups. Statistical significance using an adjusted p-value of .033 was found on the Chi-Square Test for Independence for the Affective Empathy QCAE subscale score, (𝜒² (1, 27) = 7.04, p = .008), and on the follow up Paired Sign Test for the Affective Empathy subscale for the treatment group using an a-priori p-value of .10 (p = .035). Additionally, an analysis of responses to the treatment package found a lack of consensus in appraisal of a mock event using the Mood Meter. Three themes emerged from the qualitative analysis of survey responses and interviews: emotional awareness as it related to emotional state, emotional state and emotional awareness as it related to having an impact on performance, and emotional awareness as it related to the context of the simulator experience. A comparison of quantitative and qualitative findings revealed three mixed methods findings: (a) perceived importance of proactive coping strategies, (b) developing awareness of the importance of affective cues for understanding the emotional state of students, and (c) differing emphasis on the need to regulate emotion. This study explored the potential benefits of improved emotional awareness abilities of pre-service teachers.Item Weapons at Connecticut public schools: An examination of motives and prevention methods(2024)One of the primary reasons for conducting this study is to understand why students bring weapons to K-12 schools in the state of Connecticut. Another research goal was to identify ways to reduce weapon incidents in schools. Otte (2023) highlighted that for the school year 2021-2022, the incidents of students being caught with weapons at Connecticut schools reached the highest level since 2009. Moreover, according to the most recent data, that number has grown from 1,298 in the 2021-2022 school year to 1,432 in the 2022-2023 school year (EdSight, 2023). The concept of weapons in the K-12 schools in Connecticut raises many concerns for parents, educators, and school safety professionals. This research provides a first step to understanding what is happening in CT schools and exploring approaches that have successfully reduced it.Item Behavioral Pedagogies and Online Learning(Hedgehog Publishers, 2022-10)Behavioral Pedagogies and Online Learning is a collaborative effort that started with a teaching conference aimed at providing support for teachers in higher education during the COVID-19 pandemic. Dedicated colleagues presented evidence-based practices in teaching and their experiences. The positive feedback encouraged us to compile this book that now gathers more contributors. Many of the chapters elaborate on the adaptation of behavior-analytic approaches to online instruction, including topics such as building equity for diverse student learners, universal design for learning, and creativity. Given the generality and relevance of the topics, we have compiled what we consider is a revitalization of behavioral instruction toward online education.
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