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Zoe M. Prevatt Loyola University Chicago PILOT STUDY OF TEACHER PREPAREDNESS FOR MANDATED CIVICS EDUCATION IN ILLINOIS Following thirty-nine states, Illinois became the 40th state to make Civic Education a mandatory class for students to graduate high school in 2015. The mandated class is a semester long and usually occurs in the students Junior or Senior year of high school. The Illinois General Assembly then passed a separate bill that indicated that the 2016-17 school year would be when the mandated class would be fully implemented. Throughout my piece I look to this implementation plan as well as the original Call to Action laid out by Barack Obama and Arne Duncan from 2012. These two pieces work together to build the foundation of my study. I also use theoretical discussions on democratic education to further understand education in this civic context. I pose the question if civic education is really "working" in terms of the standards and guidelines set out for it in the original Call to Action. I chose to tackle this question in terms of teacher training and implementation of this mandate. A detailed survey was sent to high schools in 65 counties in Illinois which will help us begin to see how teachers were or were not prepared and possibly what the future of the mandate will look like. Responses came back from eleven different high school teachers in seven different counties. The responses showed that teachers in Illinois were left wanting in terms of their training and the resources available to them to implement a civics education class at their school.

Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis of the teacher's preparedness, attitudes and use of the instructional resources in ECDE centers in Kenya. The research was based on the theory of curriculum innovations. The study adopted a descriptive survey design and was carried out in Bomet Municipality Zone, Bomet County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted to validate the tools and determine their reliability. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources. The major findings of the study showed that teachers were prepared in the use of IR; however, the status of the available materials in the centers was either inadequate, obsolete, dilapidated or unsuitable for use.

Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis of the teacher's preparedness, attitudes and use of the instructional resources in ECDE centers in Kenya. The research was based on the theory of curriculum innovations. The study adopted a descriptive survey design and was carried out in Bomet Municipality Zone, Bomet County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted to validate the tools and determine their reliability. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources. The major findings of the study showed that teachers were prepared in the use of IR; however, the status of the available materials in the centers was either inadequate, obsolete, dilapidated or unsuitable for use. Article visualizations:

A nationwide questionnaire was sent to all residential schools for the deaf in order to obtain information about (a) the extent of teacher training with respect to reading instruction, (b) the current methodology employed in teaching reading to deaf children, and (c) the teachers' self-assessment of how well prepared they were to use a variety of methods to teach reading. The data revealed that teachers have relatively little formal training in reading instruction and continue overwhelmingly to use the basal reader for a large percentage of the instructional time spent teaching reading.

The purpose of this study was geared towards the analysis of the teacher's preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted in the neighboring Belgut Zone to validate the tools and determine their reliability. Data was analyzed using descriptive and inferential statistics, this included frequencies and percentages and the hypotheses were tested using Chi-Square test of association. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to improve on their preparedness and attitudes towards the selection and use of instructional resources. The major findings of the study showed that teachers were prepared, and had a positive attitude towards the selection and use of Instructional Resources. However, the status of the available materials in the centers were either inadequate, obsolete, dilapidated or unsuitable for use.

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

Effective teaching of initial literacy in Grade 1 demands more of the teacher's attention to
pupils' emergent literacy skills and consideration of how they learn. The emergent literacy
skills children acquire lay a firm foundation for their learning to read and write in the
conventional sense. Some of the skills that children develop under emergent literacy
include phonological awareness and phonological sensitivity, which give children the
ability to hear, recognize, manipulate and distinguish the sounds of the language they have
acquired. These are key language skills which teachers will need to utilize in their teaching
of reading and writing skills to Grade 1 learners in the classroom.
A study was carried out whose purpose was to investigate whether primary school teachers
in Mansa District utilized emergent literacy skills in their teaching of conventional reading
and writing skills to the learners in Grade 1 considering the fact that emergent literacy lays
a firm and solid foundation for continuous development of the literacy skills. The study
was a descriptive survey and qualitative in nature since it required the researcher to
describe the state of affairs as found and observed in their natural setting in the research
sites. The qualitative methods of data collection and analysis were used. The sample for
this study comprised 62 Grade 1 teachers and 3,594 Grade 1 primary school pupils. Only
those schools teaching initial literacy in the local familiar language using the Breakthrough
to Literacy (BTL) methodology were targeted for this research.
The findings indicated that: (1) Teachers lacked knowledge about emergent literacy and
did not know how useful it was for continuous literacy development among the children.
(2) Most of the teachers ignored pupils' prior literacy knowledge and considered their
learners as complete illiterates who knew nothing about literacy skills. (3) Teachers never
designed extra teaching and learning materials for teaching literacy. Rather, they relied on
the New Breakthrough to Literacy (NBTL) kit materials. (4) The class sizes were large and
meaningful scaffolding was lacking in most of the classes.
This study concluded that the Ministry of Education in Zambia should consider emergent
literacy as the foundation for conventional literacy development in Grade 1. One
recommendation was that teachers should be equipped with knowledge of emergent
literacy through deliberate training. They need to understand and appreciate emergent
literacy as an essential body of knowledge to be utilized for successful conventional
literacy development among Grade 1 learners.

Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch's Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher's preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a ...

In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class? This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom. The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers. The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education. ; Ph. D.

The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.

In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the planning year to first year of implementation. We conclude by considering the implications of these findings for magnet school success in creating staff culture and climate that are more likely to support successful magnet implementation.

In the current study, special education teachers' perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master's degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.