College: Education and Allied Health Professions
Director: Jamie Doronkin
Fontbonne's Collaborative High Impact Instruction doctoral program prepares doctoral students to become more effective, collaborative, and culturally responsive professionals in a variety of work settings. Through a unique combination of coursework and research opportunities specifically designed to advance instructional effectiveness and innovation, students in the EdD program apply evidence-based, high-impact education practices to effect change in diverse educational environments, develop applications of translational research, and use assessment data to inform instruction and integration of technology and teaching. These projects offer a sampling of the work they're doing.
The purpose of this pilot study was to explore teachers’ mindsets of empathy and how they relate to their expectations of students.
Culturally Responsive Teaching (CRT) is a teacher’s use of strategies that creates an inclusive classroom. CRT is important because culture affects learning and behavior; if teachers have a basic understanding of different cultures, they will be more equipped to create and foster community in the classroom, thus making space for students to celebrate their cultures and feel a sense of belonging. This mixed methods pilot study examined self-efficacy and confidence of preservice educators and inservice educators regarding Culturally Responsive Teaching and Instruction. Quantitative data were comprised of a survey, Culturally Responsive Teaching Self-Efficacy Scale, used with permission from Siwatu (2007), in which participants self-rated CRT confidence and efficacy skills. Qualitative data were collected through an interview with each participant and examined responses which participants rated themselves the lowest, or least efficacious. Interviews revealed themes of the importance of relationships and how virtual learning affects teaching. This study aimed to answer the question “If I interview educators and preservice educators about self-efficacy beliefs and these educators also self-rate regarding educator efficacy and confidence, in what ways, if any, could that information inform teacher preparation programs about pre-service teacher self-efficacy development and Culturally Responsive Teaching?”
Speech-Language Pathology Preparation to Address Communicative Quality of Life Among People with Adult Neurogenic Disorders
Physiological and psychosocial components impact quality of life for adults with neurogenic communication disorders. This study aimed to understand these components in pre-service preparation of speech-language pathology adult neurogenic communication courses. Interview and archival data sources were used in a mixed-methods analysis.
This pilot study explored factors that influence student involvement in the book title selection process for the classroom library. Research questions were: “If I ask 3-5th grade teachers working in large urban school districts about their priorities in student involvement of text selection for their classroom libraries, in what ways, if any, could that information inform student agency in the classroom library selection processes?” and “If I ask 3-5th grade teachers working in large urban school districts about their barriers in student involvement of text selection for their classroom libraries, in what ways, if any, could that information inform student agency in the classroom library selection processes?” Information was gathered via an electronic survey questionnaire and responses were comprised of quantitative and qualitative data. Frequency counts determined the most significant objectives of titles, the primary influence of student involvement, and the most significant barrier to student involvement. Themes around barriers and methods of student involvement emerged from open-ended responses. Participants appeared most concerned with selecting titles that match student interest, while also finding this a barrier. Surveying students and observing students were primary methods for involving students. Lastly, providing students with titles that encourage voluntary, recreation reading drove student involvement.
Exploring Trauma-Informed Education in Teacher Preparation and the Prevalence of Trauma-Informed Indicators in Pre-Service Educators’ Classroom Behavior Management Plans
Katherina M. Roeder
Research indicates a need for pre-service teachers to become trauma informed, as mental health issues are on the rise. This study examined trauma informed indicators in higher education teacher preparation programs, as well as in pre-service educators’ classroom behavior management plans. This was to determine in what ways, if any, would this information increase knowledge of how preservice educators are prepared for trauma informed practices in schools. The quantitative research portion included a small sample of preservice teacher classroom behavior management plans that were analyzed for the use of trauma informed indicators. The qualitative portion included clinical instructor interviews that were examined for trauma informed indicators. Results found while trauma indicators were present in both interviews and classroom behavior management plans, a continued need for training regarding trauma informed indicators exists.