Belinda Karge | Concordia University, Irvine (original) (raw)
Papers by Belinda Karge
Multicultural Education, 2019
needs (Maslow, 1943), with the most fundamental ones being esteem, friendship and love, security,... more needs (Maslow, 1943), with the most fundamental ones being esteem, friendship and love, security, and physical needs (Farmer, 2001; Maslow, 1943). These fundamental needs must be addressed in order for children to reach the top of Maslow's pyramid of motivation (Braxton & Krajewski-Jaime, 2011; Maslow, 1943). Yet foster children have to face the reality on a daily basis that their fundamental needs may not always be met. Earning a foster child's trust and caring are two essential things a teacher can do to help foster children (Elias, 2009). Gaining trust is a process, and it starts the first day the child walks into the classroom. Foster children have too often been surrounded by negativity, so teachers need to be positive, yet sincere (Center for the Future of Teaching and Learning, 2010). Teachers can also offer individualized tutoring to help children gain academic success. Teachers through their actions can contribute to facilitating and developing the social-emotional supports that foster children need (Neiheiser, 2015). Background Maslow's self-actualization theory describes not only the importance of understanding one's self but also the importance of understanding one another. These understandings are crucial for effective teaching (Farmer, 2001). Teachers who have reached this level of self-actualization will be more aware of student needs (Farmer, 2001). Maslow's theory states that if one can accept, nurture, and care for oneself,
The look of the American college classroom today has changed dramatically along with vast alterat... more The look of the American college classroom today has changed dramatically along with vast alterations in technology. However, even with the increasing number of online and web-based classes, the face-to-face model of instruction still exists. As such, college professors are faced with the daunting task of providing adult learners with engaging class meetings while competing with ever-present technology of cell phones, Instant Messaging, and Tweeting. Research has demonstrated that in order to engage adult learners, the instructor must address adult learning characteristics, facilitate mindful, content interactions between the instructor and student, and recognize the agenda behind adult students entering learning situations. This article provides a variety of strategies that can be used effectively when working with adult learners and which take into consideration the myriad of factors that influence the cognitive and experiential connections between the adult learner and the colleg...
There were 282 special education teachers enrolled in an alternative certification program in edu... more There were 282 special education teachers enrolled in an alternative certification program in education at a university in southern California who were surveyed over the course of two years to determine the extent of their training in working with paraprofessionals and the professional development they received on how to successfully work with the paraprofessionals. The survey revealed limited or no training in this area. In response to these findings, the university hired national experts to provide materials and supports and to conduct a trainer-of-trainer model that could be embedded in the university training program. This article gives practical suggestions on how to embed paraprofessional training into an alternative certification program.
Research has shown that students with moderate-severe disabilities need direct and frequent socia... more Research has shown that students with moderate-severe disabilities need direct and frequent social instruction in order to communicate and play with their peers. At the same time, there is little commensurate support for the paraprofessionals tasked with providing this support. It is imperative, then, that paraprofessionals have effective strategies in their repertoire of practices to facilitate social interaction. This investigation examined one classroom teacher's use of video to train two paraprofessionals in Pivotal Response Treatment (PRT), an evidence based practice for students with autism. Findings suggest that the teacherprovided video training was effective in improving paraprofessionals’ PRT implementation, and subsequently, the social interactions of their students with disabilities other than autism, namely cerebral palsy and Down's syndrome. Findings along with future directions for video-based training in the school setting are discussed.
Multicultural Education, 2019
The purpose of this grounded research study was to discover the significant supports that help te... more The purpose of this grounded research study was to discover the significant supports that help teachers remain in teaching. The researchers surveyed 60 teachers and interviewed 10 teachers who received significant support in the first years of their teaching experience. The researchers were interested in knowing if the level of assistance and support enhanced the teachers’ perceived instructional performance and their longevity in teaching. Additionally, did the research-based instructional techniques and strategies these teachers were introduced to in the early years of service remain pivotal in their later years of teaching?
Preventing School Failure: Alternative Education for Children and Youth, 1996
... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California ... more ... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California Stute University, Fullerton. ... The few students who appear not to benefit from instruc-tion in keyword strategies are those who have previously developed and readily employ sophisticated ...
Market driven alternative routes to teaching have evolved into a quality program option and not j... more Market driven alternative routes to teaching have evolved into a quality program option and not just an answer to the teacher shortage. Alternative certification is a viable means of recruiting, training, and certifying those who have a bachelor’s degree and a strong desire to enter the field of teaching. California has been a leader in the development of quality teachers. This cross-sectional study surveyed 124 California State University Alternative Route (Intern) program participants. Ten critical features located in three seminal studies framed the research conducted and provided quality features to enhance retention of teachers. It was determined that the integration of these critical attributes into the university alternative certification programs enhanced the retention rates of program graduates and served as a means to improve quality. The participants in this study have been teaching 10 years or longer, and the 96 percent retention rate is one of the highest in the country.
In the past decade the demand for highly qualified and especially trained teachers of students wi... more In the past decade the demand for highly qualified and especially trained teachers of students with special needs has exceeded the supply. To meet this deficit, alternative programs have sprouted up across the country. One such program, at CSU Fullerton, is successfully trying to fill that gap. Some 280 students have completed the requirements of a specially designed Intern program of coursework, practicum, advanced seminars, research and directed student teaching and are working in the communities of four, Southern California’s local counties. The following article explains and describes the process, procedures, methods and results of these efforts. A highlight of this program is action research; the gathering of data, using scientifically-based interventions and analyzing the outcomes that produce change or progress.
Http Dx Doi Org 10 1080 1057356980140306, Jul 28, 2006
Http Dx Doi Org 10 1080 0156655860330102, Jul 7, 2006
This study examined the relationship between environmental factors of teaching climate for beginn... more This study examined the relationship between environmental factors of teaching climate for beginning teachers and the desire to remain in teaching. Data from 23,088 Public School Teacher Questionnaires from the Schools and Staffing Survey longitudinal database were analyzed to determine the effect of environmental demographic factors (administrative support, enforcement of rules, staff cooperation, adequacy of resources, student achievement level, after-school work load, gender, age, marital status, and second thoughts about career choice) on the intention to stay in teaching for 3,000 beginning elementary public school teachers. All variables listed except staff cooperation were related to beginning teachers' decisions to remain in teaching. Beginning teachers who were single, female, and older than the norm were especially susceptible to the stresses and isolation of elementary school teaching. The presence of administrative sppport and the adequacy of resources to do one's job far outweighed the negative influence of discipline problems and unending paperwork. The study confirmed that it is crucial for beginning teachers to have a support system to enhance their teaching experience. (Contains 27 references.) (JDD)
Preventing School Failure: Alternative Education for Children and Youth, 1996
... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California ... more ... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California Stute University, Fullerton. ... The few students who appear not to benefit from instruc-tion in keyword strategies are those who have previously developed and readily employ sophisticated ...
Teacher Education Quarterly, 1992
Journal of the National Association For Alternative Certification, Dec 2, 2014
The possibility of diffe ences between beginning teachers and intern teachers (alternativ.dy cert... more The possibility of diffe ences between beginning teachers and intern teachers (alternativ.dy certified) during their first years of teaching in the elementary classroom was explored. Data was collected from 66 beginning teachers (recent graduates) and 58 intern students (intern teachers) from a California State University campus regarding certification background, classroom performance, and self-perceptions about their concerns. Seven school districts in Southern California were represented. The intern teachers were in a teaching intern program in which the University agreed to provide educational coursework, instructional seminars, and classroom supervision, while the school district provided a paid position, a district mentor, and district supervision. Data were collected through classroom observations, telephone interviews, and a teacher concern survey. Although there appeared to be no differences in the classrooms of beginning teachers and intern teachers at the end of their first year, beginning teachers continued to demonstrate much higher levels of concern and insecurity about their abilities compared to interns. It is possible that this concern is an indicator of a greater focus on the teaching profession, rather than a manifestation of insecurity. Longitudinal follow-up of these teachers may clarify these results.
Teacher Education and Special Education, 1995
Page 1. 103 University and District Collaborative Support for Beginning Special Education Intern ... more Page 1. 103 University and District Collaborative Support for Beginning Special Education Intern Teachers Belinda Dunnick Karge, Beth Lasky, Marjorie McCabe & Susan Mortorff Robb Abstract: Traditional university teacher ...
Journal of the National Association For Alternative Certification, Feb 28, 2012
Multicultural Education, 2019
needs (Maslow, 1943), with the most fundamental ones being esteem, friendship and love, security,... more needs (Maslow, 1943), with the most fundamental ones being esteem, friendship and love, security, and physical needs (Farmer, 2001; Maslow, 1943). These fundamental needs must be addressed in order for children to reach the top of Maslow's pyramid of motivation (Braxton & Krajewski-Jaime, 2011; Maslow, 1943). Yet foster children have to face the reality on a daily basis that their fundamental needs may not always be met. Earning a foster child's trust and caring are two essential things a teacher can do to help foster children (Elias, 2009). Gaining trust is a process, and it starts the first day the child walks into the classroom. Foster children have too often been surrounded by negativity, so teachers need to be positive, yet sincere (Center for the Future of Teaching and Learning, 2010). Teachers can also offer individualized tutoring to help children gain academic success. Teachers through their actions can contribute to facilitating and developing the social-emotional supports that foster children need (Neiheiser, 2015). Background Maslow's self-actualization theory describes not only the importance of understanding one's self but also the importance of understanding one another. These understandings are crucial for effective teaching (Farmer, 2001). Teachers who have reached this level of self-actualization will be more aware of student needs (Farmer, 2001). Maslow's theory states that if one can accept, nurture, and care for oneself,
The look of the American college classroom today has changed dramatically along with vast alterat... more The look of the American college classroom today has changed dramatically along with vast alterations in technology. However, even with the increasing number of online and web-based classes, the face-to-face model of instruction still exists. As such, college professors are faced with the daunting task of providing adult learners with engaging class meetings while competing with ever-present technology of cell phones, Instant Messaging, and Tweeting. Research has demonstrated that in order to engage adult learners, the instructor must address adult learning characteristics, facilitate mindful, content interactions between the instructor and student, and recognize the agenda behind adult students entering learning situations. This article provides a variety of strategies that can be used effectively when working with adult learners and which take into consideration the myriad of factors that influence the cognitive and experiential connections between the adult learner and the colleg...
There were 282 special education teachers enrolled in an alternative certification program in edu... more There were 282 special education teachers enrolled in an alternative certification program in education at a university in southern California who were surveyed over the course of two years to determine the extent of their training in working with paraprofessionals and the professional development they received on how to successfully work with the paraprofessionals. The survey revealed limited or no training in this area. In response to these findings, the university hired national experts to provide materials and supports and to conduct a trainer-of-trainer model that could be embedded in the university training program. This article gives practical suggestions on how to embed paraprofessional training into an alternative certification program.
Research has shown that students with moderate-severe disabilities need direct and frequent socia... more Research has shown that students with moderate-severe disabilities need direct and frequent social instruction in order to communicate and play with their peers. At the same time, there is little commensurate support for the paraprofessionals tasked with providing this support. It is imperative, then, that paraprofessionals have effective strategies in their repertoire of practices to facilitate social interaction. This investigation examined one classroom teacher's use of video to train two paraprofessionals in Pivotal Response Treatment (PRT), an evidence based practice for students with autism. Findings suggest that the teacherprovided video training was effective in improving paraprofessionals’ PRT implementation, and subsequently, the social interactions of their students with disabilities other than autism, namely cerebral palsy and Down's syndrome. Findings along with future directions for video-based training in the school setting are discussed.
Multicultural Education, 2019
The purpose of this grounded research study was to discover the significant supports that help te... more The purpose of this grounded research study was to discover the significant supports that help teachers remain in teaching. The researchers surveyed 60 teachers and interviewed 10 teachers who received significant support in the first years of their teaching experience. The researchers were interested in knowing if the level of assistance and support enhanced the teachers’ perceived instructional performance and their longevity in teaching. Additionally, did the research-based instructional techniques and strategies these teachers were introduced to in the early years of service remain pivotal in their later years of teaching?
Preventing School Failure: Alternative Education for Children and Youth, 1996
... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California ... more ... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California Stute University, Fullerton. ... The few students who appear not to benefit from instruc-tion in keyword strategies are those who have previously developed and readily employ sophisticated ...
Market driven alternative routes to teaching have evolved into a quality program option and not j... more Market driven alternative routes to teaching have evolved into a quality program option and not just an answer to the teacher shortage. Alternative certification is a viable means of recruiting, training, and certifying those who have a bachelor’s degree and a strong desire to enter the field of teaching. California has been a leader in the development of quality teachers. This cross-sectional study surveyed 124 California State University Alternative Route (Intern) program participants. Ten critical features located in three seminal studies framed the research conducted and provided quality features to enhance retention of teachers. It was determined that the integration of these critical attributes into the university alternative certification programs enhanced the retention rates of program graduates and served as a means to improve quality. The participants in this study have been teaching 10 years or longer, and the 96 percent retention rate is one of the highest in the country.
In the past decade the demand for highly qualified and especially trained teachers of students wi... more In the past decade the demand for highly qualified and especially trained teachers of students with special needs has exceeded the supply. To meet this deficit, alternative programs have sprouted up across the country. One such program, at CSU Fullerton, is successfully trying to fill that gap. Some 280 students have completed the requirements of a specially designed Intern program of coursework, practicum, advanced seminars, research and directed student teaching and are working in the communities of four, Southern California’s local counties. The following article explains and describes the process, procedures, methods and results of these efforts. A highlight of this program is action research; the gathering of data, using scientifically-based interventions and analyzing the outcomes that produce change or progress.
Http Dx Doi Org 10 1080 1057356980140306, Jul 28, 2006
Http Dx Doi Org 10 1080 0156655860330102, Jul 7, 2006
This study examined the relationship between environmental factors of teaching climate for beginn... more This study examined the relationship between environmental factors of teaching climate for beginning teachers and the desire to remain in teaching. Data from 23,088 Public School Teacher Questionnaires from the Schools and Staffing Survey longitudinal database were analyzed to determine the effect of environmental demographic factors (administrative support, enforcement of rules, staff cooperation, adequacy of resources, student achievement level, after-school work load, gender, age, marital status, and second thoughts about career choice) on the intention to stay in teaching for 3,000 beginning elementary public school teachers. All variables listed except staff cooperation were related to beginning teachers' decisions to remain in teaching. Beginning teachers who were single, female, and older than the norm were especially susceptible to the stresses and isolation of elementary school teaching. The presence of administrative sppport and the adequacy of resources to do one's job far outweighed the negative influence of discipline problems and unending paperwork. The study confirmed that it is crucial for beginning teachers to have a support system to enhance their teaching experience. (Contains 27 references.) (JDD)
Preventing School Failure: Alternative Education for Children and Youth, 1996
... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California ... more ... Belinda Dunnick Karge is a profes-sor in the Department qf Special Ediicatioii at California Stute University, Fullerton. ... The few students who appear not to benefit from instruc-tion in keyword strategies are those who have previously developed and readily employ sophisticated ...
Teacher Education Quarterly, 1992
Journal of the National Association For Alternative Certification, Dec 2, 2014
The possibility of diffe ences between beginning teachers and intern teachers (alternativ.dy cert... more The possibility of diffe ences between beginning teachers and intern teachers (alternativ.dy certified) during their first years of teaching in the elementary classroom was explored. Data was collected from 66 beginning teachers (recent graduates) and 58 intern students (intern teachers) from a California State University campus regarding certification background, classroom performance, and self-perceptions about their concerns. Seven school districts in Southern California were represented. The intern teachers were in a teaching intern program in which the University agreed to provide educational coursework, instructional seminars, and classroom supervision, while the school district provided a paid position, a district mentor, and district supervision. Data were collected through classroom observations, telephone interviews, and a teacher concern survey. Although there appeared to be no differences in the classrooms of beginning teachers and intern teachers at the end of their first year, beginning teachers continued to demonstrate much higher levels of concern and insecurity about their abilities compared to interns. It is possible that this concern is an indicator of a greater focus on the teaching profession, rather than a manifestation of insecurity. Longitudinal follow-up of these teachers may clarify these results.
Teacher Education and Special Education, 1995
Page 1. 103 University and District Collaborative Support for Beginning Special Education Intern ... more Page 1. 103 University and District Collaborative Support for Beginning Special Education Intern Teachers Belinda Dunnick Karge, Beth Lasky, Marjorie McCabe & Susan Mortorff Robb Abstract: Traditional university teacher ...
Journal of the National Association For Alternative Certification, Feb 28, 2012