Using The Quantitative Literacy And Reasoning Assessment (Qlra) For Early Detection Of Students In Need Of Academic Support In Introductory Courses In A Quantitative Discipline: A Case Study, 2018 Carleton College
Using The Quantitative Literacy And Reasoning Assessment (Qlra) For Early Detection Of Students In Need Of Academic Support In Introductory Courses In A Quantitative Discipline: A Case Study, Nathan D. Grawe, Kristin O'Connell
As the number of young people attending college has increased, the diversity of college students’ educational backgrounds has also risen. Some students enter introductory courses with math anxiety or gaps in their quantitative training that impede their ability to master or even grasp relevant disciplinary content. Too often professors learn of these anxieties and gaps only during the post mortem of the first midterm. By that time, a good portion of a student’s grade is determined and successful recovery may be impossible. During the 2016-17 academic year, the Department of Economics at Carleton College ran a pilot project using ...
Quantitative Reasoning: A Guided Pathway From Two- To Four-Year Colleges, 2018 Bowdoin College
Quantitative Reasoning: A Guided Pathway From Two- To Four-Year Colleges, Eric Gaze
In this editorial, I place the Quantitative Reasoning (QR) movement within the national context of math pathways and the broader Guided Pathways initiative. Community colleges in particular are experiencing a radical re-envisioning of their math requirements. Thoughtful reflection on the communication and computation needs of their students for the 21st century has led to state-wide adoption of QR curricula as an alternative pathway to the traditional College Algebra route. These Guided Pathways have shown great promise in boosting graduation rates and addressing equity and the achievement gap for our most vulnerable, first-generation, low-income students.
Counseling Gifted Students: School-Based Considerations And Strategies, 2018 Chapman University
Counseling Gifted Students: School-Based Considerations And Strategies, Kelly Kennedy, Jessica Farley
Education Faculty Articles and Research
Gifted students are a heterogeneous group, inclusive of those of all cultures, backgrounds, interests, and achievements. Gifted students may not display any more or worse psychological, social, or developmental challenges than their peers, but they also are not immune from these challenges. Moreover, the nature of their giftedness may impact both how they experience a challenge and how a counselor might best support them. This article provides information regarding some developmental, emotional, and social challenges faced by gifted youth, as well as some suggestions for appropriate school-based counseling strategies.
Baby Steps Toward Meeting Engineering-Rich Science Standards: Approaches And Results From A Short "What Is Engineering?" Course For K-5 Pre-Service Teachers (Work In Progress), 2018 Iowa State University
Baby Steps Toward Meeting Engineering-Rich Science Standards: Approaches And Results From A Short "What Is Engineering?" Course For K-5 Pre-Service Teachers (Work In Progress), D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, Kristina Maruyama Tank, Anne T. Estapa
D. Raj Raman
Elementary teacher preparation programs are generally tightly packed, with limited room for additional coursework. As states adopt Next Generation Science Standards (NGSS ), the need for teacher education programs to provide meaningful exposure to engineering is growing, and a multitude of approaches can be taken to meet this need. While the topics of engineering and engineering design are typically incorporated into science teaching methods courses, this research presents an alternative approach where we expose elementary pre-service teachers to engineering prior to or concurrently with enrollment in their methods courses. Specifically, we describe here our efforts in building a 12-contact-hour non-credit short ...
Development Of The Effective Mentoring Of Student Researchers Scale, 2018 Iowa State University
Development Of The Effective Mentoring Of Student Researchers Scale, Arlene Delamora, Brandi N. Geisinger, Dan Li, D. Raj Raman, Mari Kemis
D. Raj Raman
Mentoring is a critical aspect of graduate education, but few studies have explored the mentoring behaviors that specifically contribute to effective mentoring, making it difficult to train mentors to behave in a way that optimally supports students’ development. The Effective Mentoring of Student Researchers Scale (EMSRS) was developed to identify graduate advisors’ key mentoring behaviors. The survey instrument was distributed to graduate students at a large Midwestern university, items were finalized using exploratory factor analysis (principal axis factoring with promax rotation), and confirmatory factor analysis was conducted to confirm the factor structure. We identified four components of effective mentoring, as ...
Toward Understanding The Impacts, Whys, And Whats Behind Mechatronic-Based Projects And Student Motivation, 2018 Iowa State University
Toward Understanding The Impacts, Whys, And Whats Behind Mechatronic-Based Projects And Student Motivation, John R. Haughery, D. Raj Raman, Amy L. Kaleita, Steven A. Freeman
D. Raj Raman
The purpose of this study was to understand the how’s, why’s, and what’s behind students’ motivational orientation in a first-year engineering technology course, following a mechatronic project. To accomplish this, we implemented an eight-week treatment that required 61 students to design and integrate a software program to control an electro-mechanical robotic system. Using non-parametric quantitative analyses of pre-/post-survey responses we found that students’ median motivational orientation score,on the Motivated Strategies for Learning Questionnaire, was significantly lower (Mdndiff= -0.34; W = 1360; p-value = 0.0111) following the mechatronic project (i.e., they were less motivated to ...
A Tale Of Two Courses: Exploring Teacher Candidates’ Translation Of Science And Special Education Methods Instruction Into Inclusive Science Practices, Sami Kahn, Ryan Pigman, Jennifer Ottley
Journal of Science Education for Students with Disabilities
Early childhood educators teach science to all students, including students with disabilities. Strategies for accommodating students with disabilities in science, including familiarity with equitable frameworks such as Universal Design for Learning (UDL) are therefore a critical aspect of early childhood teacher candidates’ pedagogical content knowledge (PCK). Such strategies are often emphasized in special education courses that are offered separately from science methods courses. This practice assumes that teacher candidates can synthesize and transfer those practices into their science lesson planning. To explore how teacher candidates actually assimilate the instruction on inclusive science that is taught in their preparation coursework, this ...
Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, 2018 Indiana University Purdue University Indianapolis
Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, Andy Gavrin
Scholarship of Teaching and Learning Workshop
In this workshop held at Marian University Dr. Andy Gavrin discusses the power of the Scholarship of Teaching and Learning (SoTL), how SoTL research is completed, and how to develop one's own plan for conducting SoTL research in the classroom.
Dr. Andy Gavrin is Associate Professor and Chair of Physics at Indiana University Purdue University Indianapolis (IUPUI), and a member of IUPUI’s University College faculty. He is a co-developer of the Just-in-Time Teaching method, and a “serial adopter” of educational technologies. He is a Fellow of the American Association of Physics Teachers (AAPT) and winner of the AAPT ...
The Role Of The Principal In School Reform, 2018 Ontario Institute for Studies in Education, University of Toronto
The Role Of The Principal In School Reform, Michael Fullan
Occasional Paper Series
Fullan examines the principal's role in school improvement and reform. He describes where principals are and what they do and don't do in relation to change. He then talks about the complexity of leadership and offers guidelines for how principals might lead change more effectively.
Introduction: A Principaled Approach, 2018 Bank Street College of Education Graduate School
Introduction: A Principaled Approach, Patricia A. Wasley, Judith Rizzo
Occasional Paper Series
This introduction highlights the collaboration between Bank Street College and the New York City Board of Education who developed an approach to preparing principals that has proved highly effective. Wasley and Rizzo briefly describe the program's history and its evolution, and concludes by analyzing why it has worked so well and what they would do to further strengthen the approach.
Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, 2018 Dalhousie University
Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, Diane E. Mackenzie, Kathleen E. Collins, Mylene J. Guimond, Abby C. Hunter, Kassia J. Jurcina, Johanna L. Mcdonald, Nikki L. Richards, Stephanie. H. Sinclair, Kelsey Y. Taylor
The Open Journal of Occupational Therapy
Co-constructed simulations were designed and piloted with senior occupational therapy master’s students in a neurorehabilitation practice module. The instructor served as the guide for the students through all phases of the case creation, simulation development, delivery, and debrief. The instructor facilitation promoted self-regulated learning (SRL) of knowledge and skill development through independent discovery and peer learning. This paper provides an evidence-informed co-construction simulation design with outlined stages, roles, and responsibilities for the instructor and learner. Thematic qualitative analysis of student feedback highlighted enhanced insight and SRL as a result of multiple role preparation, observation and interaction with peers, close ...
Evaluating A Reading Response To Intervention Model: A Case Study Of Elementary Educators, 2018 Liberty University
Evaluating A Reading Response To Intervention Model: A Case Study Of Elementary Educators, Jeremy Brumfield
Doctoral Dissertations and Projects
This case study sought to explore the perceptions of classroom teachers and an instructional support team regarding the effectiveness of an established reading Response to Intervention model. It compared the perceptions of both groups regarding the model’s effectiveness, focusing on its strengths and weaknesses. The similarities and differences between the two participant groups’ perceptions that emerged from the individual interviews and focus groups were identified and discussed. This research also compared the perceptions of the participants to the success rates of students in the school in terms of the Response to Intervention measures of reading and standardized student achievement ...
Secondary Teachers' Perceptions And Self-Efficacy Regarding Technology Integration: A Phenomenological Study, Christopher Brantley
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to examine how teachers from various levels of technology self-efficacy perceive and implement technology within their specific classroom. Using a qualitative approach, I explored four public schools from a medium to large-sized school district in the Southeastern United States. The Technology Integration Confidence Scale (TICS) was used to purposively select 10 secondary teachers from the west side of Beach County (a pseudonym). The secondary teachers were placed into three groups based upon their individual self-efficacy level towards technology integration: (a) low, (b) average, and (c) high. Data was collected through the following methods ...
Middle School Student Perception And Understanding Of Differentiated Instruction: A Phenomenological Study, Zoie Park
Doctoral Dissertations and Projects
Lack of published research on student perception and understanding of differentiated learning hinders educators attempting to diversify learning for individual students. The purpose of this phenomenological study was to investigate the perception and understanding of differentiated instruction of middle school students in a charter middle school in central Florida, as a review of literature reveals limited research conducted from a student perspective. The study will broaden existing educational practices in relation to individualized student differentiated instruction and suggest a relationship between differentiated instruction and student understanding of educational material. The brain-based theories guiding this study are Piaget’s theory of ...
The Effect Of The State Giant Traveling Map Of Montana On The Geographic Literacy Of Fourth Graders In Western Montana, 2018 The University Of Montana
The Effect Of The State Giant Traveling Map Of Montana On The Geographic Literacy Of Fourth Graders In Western Montana, Rebecca A. Kranitz
Graduate Student Theses, Dissertations, & Professional Papers
A complex set of factors and processes operating within the United States public education system contribute to high rates of geographic illiteracy in the majority of young adults. These factors include, but are not limited to, a lack of structured federal controls over state geography requirements, insufficient time to implement effective geography curricula, and inadequate assessment techniques. To raise rates of geographic literacy, the National Geographic Society (NGS) created the State Giant Traveling Maps (SGTM) to actively engage students in a geography education experience that simultaneously promotes positive attitudes towards geography while strengthening student map skills. The SGTMs incorporate a ...
Navigating Uncertainty In Automotive Technology Instruction: The Subjective Experiences Of Automotive Instructors During Laboratory Activities, 2018 Antioch University - PhD Program in Leadership and Change
Navigating Uncertainty In Automotive Technology Instruction: The Subjective Experiences Of Automotive Instructors During Laboratory Activities, John Martin Porter Ii
Dissertations & Theses
Educational researchers have conducted very few studies on the subjective experiences of both trained and self-taught auto mechanics (Barber, 2003, 2004; Nelsen, 1997, 2010). Further, no present studies explore the subjective experience of the automotive instructor as he or she experiences uncertainty in the automotive lab. This study addresses a gap in the current literature on career/technical instructor development. For this study, data were gathered by video recording automotive laboratory activities at three Midwestern automotive programs. Interpersonal Process Recall (IPR) interviews were conducted with automotive instructors as they observed themselves navigating the lab environment. Data from the IPR interviews ...
Why Can’T Tyrone Write: Reconceptualizing Flower And Hayes For African-American Adolescent Male Writers, 2017 Missouri State University - Springfield
Why Can’T Tyrone Write: Reconceptualizing Flower And Hayes For African-American Adolescent Male Writers, Kimberly J. Stormer
Middle Grades Review
Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews; and document analysis. The study concluded that the perceptions of the three participants’ writing processes did not adhere to the steps depicted by the cognitive process model of writing (Flower and Hayes, 1981) that has become a dominant model for describing the composing processes of students. Recommendations are made for altering the Flower and Hayes model to depict how these three, African-American eighth graders perceive school writing.
"That Sh*T Is Rude!" Religion, Picture Books, And Social Narratives In Middle School, 2017 University of Nevada, Las Vegas
"That Sh*T Is Rude!" Religion, Picture Books, And Social Narratives In Middle School, Denise Davila, Allison Volz
Middle Grades Review
While the U.S. has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their English Language Arts class. Specifically, it examines the kinds of narratives the children constructed in response to diverse works of public art and children’s picturebooks, including Mora’s (2012) The Beautiful Lady: Our Lady of Guadalupe / La hermosa señora: Nuestra Señora de Guadalupe (Señora), and Garza ...
Quantifying The Level Of Inquiry In A Reformed Introductory Geology Lab Course, 2017 Iowa State University
Quantifying The Level Of Inquiry In A Reformed Introductory Geology Lab Course, Elizabeth Moss, Cinzia Cervato
As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of “cookbook” lab activities was transformed into a sequence of activities based on scientific inquiry and cooperative learning. The first two semesters were spent developing and implementing the new lab activities, and two more semesters were spent refining them. In the second semester of each of these two phases, students enrolled in the lab completed a 15-question version of ...
Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, 2017 University of Toledo
Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, Thomas D. Ellenwood Jr.
Learning to Teach
Historical empathy is a structural element of the study of history that needs to be taught in every secondary history classroom. It is important not only for the sake of accuracy in our studies, but also because helping students develop historical empathy has been proven to help improve their historical understanding and increase their interest in the study of history. Instructional strategies like reading and interpreting primary sources, role-playing, and engaging in writing that requires empathetic understanding have been found to be the most beneficial in fostering historical empathy in the classroom. It is also imperative to teach students how ...