The purpose of this project was to increase and strengthen the accessibility features of the Children’s Museum of Eau Claire (CMEC) for children and families with disabilities. In order to accommodate and support more families and children with disabilities at CMEC, we have used research to create an accessibility webpage, informational binder to support staff, updated the sensory map, installation of a sensory path, access to adaptive materials in The Makery, and implemented Sensory Night events for children to increase access to play while managing stimulation and incorporated materials to decrease barriers across the museum. The methods used within this research project include a literature review of sensory integration, review of other inclusive museum websites, meetings with CMEC executive staff, and parent/guardian feedback to inform the actions and next steps completed to reach an accessible environment. Based on the information gained through our research, events were planned, and supplies were purchased using ORSP funding to decrease barriers throughout the museum. Through our research and work with CMEC, we have been able to increase and strengthen the inclusive opportunities offered within the museum as well as increase the understanding of sensory integration and children with disabilities of the staff.
Perspectives of Mentor TeachersMentor teachers (MTs) play a critical role in the development of teacher candidates (TCs) during field experiences, serving as instructional and professional role models. Yet, little is known about how MTs perceive their roles, and value mentoring or support TCs. This study investigates the perspectives of MTs within the Eau Claire Area School District to explore: (a) how they prioritize relationships with TCs, (b) their expectations of mentoring, and (c) strategies for fostering connections.Using a constructivist framework, this research employs a comparative case study design and semi-structured interviews with MTs to explore their experiences. Thematic analysis was conducted to uncover patterns in their mentorship approaches and align findings with existing literature on effective mentoring practices. The study highlights the challenges MTs face in balancing their mentoring and teaching responsibilities, while also offering insights into the professional and relational dynamics that shape successful mentorship.Preliminary findings suggest MTs emphasize explicit communication and balancing control with independence to support TCs effectively. Additionally, MTs see mentorship training as valuable in guiding TCs. Future educator preparation programs may consider providing mentorship training and resources that focus on building trusting relationships to foster TC growth.
This follow-up study investigates how school factors (e.g., administrative support, workload, etc.) and teachers’ characteristics (e.g., teacher efficacy) influence teachers’ retention through their fifth year in the profession. There is currently a nationwide teacher shortage that has presented challenges for schools and administrators. Eight percent of teachers leave the profession each year, with special education among the disciplines most affected by this attrition rate. Within the field of special education, approximately 40% of teachers leave the field by their fifth year of teaching. While preparing new teachers is one solution, retaining teachers in the field presents a more efficient choice. Participants in this study include fifth-year teachers (n= 6) who previously participated in a study on teacher induction during their first year of teaching. Methods include a survey on teacher efficacy and semi-structured interviews. Preliminary surveys completed by participants have indicated that all participants are working in the field of education, well above the national retention averages. Student and faculty researchers will present the identified themes in participant’s survey and interview responses that pinpoint which factors contributed to their retention and how that information might be used to improve pre-service programs.
In 2023, Wisconsin legislators passed Wisconsin Act 20. This law required schools, including higher education institutions, to evaluate their literacy programs to align with the new Act 20 standards. Several classes offered at UWEC focus on teaching literacy methods, including UEM 433: Inclusive Literacy Methods in Grades 4-9. Our research aimed to determine if the course content taught in UEM 433 covered the components of Act 20. We first read through the Act 20 legislation and determined its key components. We then reviewed course materials, including assignments, objectives, and readings and noted whether they addressed specific aspects of Act 20. We found that the course addresses most concepts of Act 20, but not sufficiently in the area of oral language. We were able to find evidence of other areas addressed in Act 20 but determined that more information could be included in the course for areas such as vocabulary surrounding assessment and roles of faculty. We added a reading addressing middle grade oral language development to the course. Further research could be conducted to determine if oral language is a gap that persists across university middle level English Language Arts teacher education courses.
