Deanna Keith Copyright (c) 2012 All rights reserved. http://works.bepress.com/deanna_keith Recent documents in Deanna Keith en-us Wed, 11 Jan 2012 08:38:30 PST 3600 Applying Maslow's Hierarchy to the Parent/Teacher Relationship http://works.bepress.com/deanna_keith/9 http://works.bepress.com/deanna_keith/9 Mon, 28 Nov 2011 11:26:59 PST We examine the parent/teacher relationship through Maslow’s (1943) Hierarchy of Needs, which theorizes that physiological and safety needs must be met before someone feels a sense of belonging, and that sense of belonging and esteem are needed for self-actualization (reaching one’s full potential). We discuss ways to meet the basic needs of parents with the purpose of fostering positive collaborative partnerships between parents and special education teachers.

]]> Deanna L. Keith Dr. et al. Principal Desirability for Professional Development (AELJ) http://works.bepress.com/deanna_keith/8 http://works.bepress.com/deanna_keith/8 Mon, 14 Nov 2011 10:42:32 PST Principals are often required to operate educational programs under a growing number of federal and state mandates for which they have limited knowledge and available recourses. This paper presents the results of a survey of 102 principals from 52 elementary schools, 25 middle schools, and 25 high schools within the state of Virginia. The survey instrument was administered during the 2008 school year and contained 25 professional development statements that previous research indicated were necessary for practicing principals. The primary purpose of this study was to investigate the perceptions of Virginia public school principals concerning their desirability for professional development training in order to meet current accountability measures. The results were analyzed by the following demographic characteristics: principal experience level, level of school (elementary, middle, or high school), the percentage of minority children, children with IEPs, children with limited English proficiency, and children in poverty; Title 1 status; and AYP accreditation. These results have implications for public school systems to determine principal needs and provide the necessary training to meet current mandates. Additionally, this information would allow advocacy and outreach professional organizations for school principals to design workshops that focus their efforts on the most needed professional development areas.

]]> Deanna L. Keith Dr. Collaboration: Best Practices for Today’s Teachers http://works.bepress.com/deanna_keith/7 http://works.bepress.com/deanna_keith/7 Tue, 08 Nov 2011 08:13:40 PST Deanna L. Keith Dr. et al. Differentiation and Faith: Improve the Learning Process by Finding Every Student’s God-Given Talents http://works.bepress.com/deanna_keith/6 http://works.bepress.com/deanna_keith/6 Tue, 08 Nov 2011 07:19:44 PST Andrea Beam et al. Evaluating Classroom assignments: Planning for Grading http://works.bepress.com/deanna_keith/5 http://works.bepress.com/deanna_keith/5 Sun, 06 Nov 2011 16:33:30 PST Deanna L. Keith Dr. The Effects of Poverty in the Role of Schools: Implications for Teacher-Preparation Programs http://works.bepress.com/deanna_keith/4 http://works.bepress.com/deanna_keith/4 Tue, 09 Nov 2010 08:17:05 PST Deanna L. Keith Dr. et al. The History of Special Education: Lessons from the Past, Implications for the Future http://works.bepress.com/deanna_keith/3 http://works.bepress.com/deanna_keith/3 Mon, 08 Nov 2010 12:00:21 PST We identify three eras in the history of special education: Early Reform (1800 – 1870), Stagnation and Regression (1870-1950), and Contemporary Reform (1950 – present). Next we examine parallels between eras and consider implications for people with disabilities today, highlighting the importance of the systematic study of historical perspectives in preparation programs for special educators.

]]> Lucinda S. Spaulding et al. Let Faculty Members Do Your Marketing http://works.bepress.com/deanna_keith/2 http://works.bepress.com/deanna_keith/2 Mon, 16 Nov 2009 08:21:48 PST This presesntation provides a Power Point and a corresponding handout to assist local chapters of Kappa Delta Pi in utilizing faculty professors to publicize the benefits of membership and active participation in KDP.

]]> Michelle B. Goodwin et al. Principal Desirability for Professional Development http://works.bepress.com/deanna_keith/1 http://works.bepress.com/deanna_keith/1 Mon, 16 Nov 2009 04:54:08 PST The purpose of this study was to investigate the perceptions of Virginia public school principals as to their desirability for professional development training in order to meet current accountability measures. Specifically, this study was designed to determine the following: (a) Given a list of professional development statements relating to current accountability measures, how do principals rate their desirability level? (b) Given a list of professional development statements relating to current accountability measures, how do principals rank their desirability level? (c) Are there differences in principal's perceptions of their desirability for professional development based upon their experience level, level of school (elementary, middle or high school), the percentage of minority children, children with IEPs, children with limited English proficiency, children in poverty within the school's population, Title 1 status and AYP accreditation.

The data were collected were collected using a researcher-developed survey. The survey was mailed to randomly selected principals of elementary, middle and high schools within Virginia. The survey response rate was 60.7%. The data was analyzed descriptively and analytically, using frequency, percentages, means, F-values and ANOVA. Qualitative information by principals was also summarized.

The results of this study indicated that in fourteen of the twenty statements of desirability, principals indicated some level of desirability toward professional development training. The three statements in which principals had the greatest desirability for professional training both in rating and ranking their desirability were (1) Ensuring their teachers are trained in research-based instructional methods, (2) Raising the achievement levels of students with disabilities, and (3) Raising the achievement levels of students living in poverty. Results further indicated a statistically significance difference at the .05 level among principal subgroups based on principal's experience level, the percent of poverty children with their total school population, and principals level of Title funding.

These results have implications for school systems within the Commonwealth of Virginia to determine principal needs and provide the necessary training to meet current federal and state mandates. Additionally, this information would allow advocacy and outreach professional organizations for school principals to design workshops that focus their efforts on the highest need professional development areas.

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