East Baton Rouge Parish School System

About: East Baton Rouge Parish School System is a education organization based out in Baton Rouge, Louisiana, United States. It is known for research contribution in the topics: Identification (biology) & Mainstreaming. The organization has 4 authors who have published 4 publications receiving 267 citations.

Teacher attitude towards inclusion practices and special needs students

Abstract: This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of inclusion in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards inclusion and how the inclusive environment can be improved. The present paper concentrates on examining whether there is a difference in attitude between elementary regular education teachers and secondary regular education teachers. The participants of this study were 73 teachers from three public elementary and secondary schools in rural, southeastern USA who completed the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC). The results indicated that most teachers support the practice of inclusion in regular education classrooms or possess a neutral consensus towards the practice of inclusion as it relates to teaching assignment. For example, grade level, subject area or type of inclusion practice (full or partial). Meaning that the results for this study were mixed.

An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction

Abstract: At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are mandated to teach in certain ways to achieve desirable student outcomes, even when they may not agree with the methods or processes wholeheartedly. The purpose of this study is to explore some of the issues that change teachers’ instructional practices in the classroom and to reveal some of the issues that influence as well as hinder instructional reform within that setting. This qualitative case study uses observations, interviews, and questionnaires to highlight teacher efficacy from four first-grade teachers. Testing data indicate students achieve both because of instruction and teachers’ willingness to implement the reading program with fidelity. Findings from this study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.

Increasing cooperation among children using dependent group-oriented reinforcement contingencies

Abstract: This investigation evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task. The two reinforce...

Three decade drama/theatre and (for/with/by/about) youth crowd-sourced timeline

Abstract: What events, patterns, or people have shaped the field or marked its milestones since Youth Theatre Journal’s (YTJ’s) first issue in 1986? We put the call out to YTJ readers, this rich array of ent...

The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms

Abstract: BACKGROUND: Lack of coordinated action between two adults in the classroom can lead to disjointed instruction for young children and teacher stress (Masterson, 2015; Nilsson, 2015). OBJECTIVE: The purpose of the present study was to measure the effects of a Responsive Partnership Strategies intervention (Masterson) on teacher satisfaction with their co-teaching relationship. METHODS: Teachers were observed within the context of their classroom and during weekly planning sessions to record Responsive Partnership Strategies. Following baseline observations, teachers completed the Teaching Models Identification (Appendix B), Relationship Satisfaction Questionnaire (Appendix C), and the Responsive Partnership Strategies Checklist (Appendix D). The Responsive Partnership Strategies intervention was implemented and in-vivo data collection resumed to determine the impact of the partnership strategies. Following intervention, the teachers completed the Teaching Models Identification (Appendix B), Relationship Satisfaction Questionnaire (Appendix C), and the Responsive Partnership Strategies Checklist (Appendix D). RESULTS: Results from the present study indicated that there was an increase in some Responsive Partnership Strategies as well as teacher satisfaction with their co-teaching relationship.