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 ...
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 ...
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 ...
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 ...
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 ...
Smu’S School Of Accountancy Takes The Lead In Asia To Offer A Suite Of Data Analytics Programmes To Address Industry Needs, 2018 Singapore Management University
Smu’S School Of Accountancy Takes The Lead In Asia To Offer A Suite Of Data Analytics Programmes To Address Industry Needs, Singapore Management University
SMU Press Releases
The Singapore Management University’s (SMU) School of Accountancy (SoA) has announced a whole suite of data analytics programmes in order to address industry needs. These include a second major in Accounting Data and Analytics for undergraduates, the new Master of Science in Accounting (Data and Analytics), Graduate Certificate in Accounting Data & Analytics Programme and Certificate in Accounting Data & Analytics Programme.
A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, 2018 RMIT University
A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson
Australian Journal of Teacher Education
This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p
The Importance Of Automaticity Development In Mathematics, 2018 University of North Georgia
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
Georgia Educational Researcher
This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they ...
Bull's Eye - Hitting The Target For Every Student!, 2018 Elementary Principal
Bull's Eye - Hitting The Target For Every Student!, Dianne M. Connolly Mrs., Sara Hastings Mrs.
National Youth-At-Risk Conference Savannah
Hitting the reading target for every student requires precision, skill and practice. Learn how a dedicated Professional Learning Community of teachers, support staff, administration, and specialist created a targeted Tiered Reading System for all students. Shared mission + shared responsibility = shared success. Pentucket Lake school was recognized by the Massachusetts Commissioner of Education for their extensive turnaround work and closing the achievement gap. Participants will leave this session with the tools, videos, and training to implement this targeted instruction.
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 ...
A Progression Of Discourse In The Science Classroom, 2017 University of Toledo
A Progression Of Discourse In The Science Classroom, Jennifer Wiesen
Learning to Teach
The framework of the NGSS requires the development of skills central to the field of science. Scientific discourse is necessary for developing these skills, but the use of discourse is absent from many science classrooms. Possible reasons for this could be that teachers do not know how to incorporate methods into their classroom. This manuscript addresses methods that can be used to develop the discursive skills necessary for students to participate in activities central to science. Methods are described in a progression from introductory vocabulary use and explanation of ideas, discussion skills, and finally, the integration of skills to perform ...
Argumentation In The High School Science Classroom: Underutilized And Misunderstood, 2017 University of Toledo
Argumentation In The High School Science Classroom: Underutilized And Misunderstood, Jillian R. Richmond
Learning to Teach
Argumentation is a crucial part of discourse in the scientific field, but is rarely found in the science classroom. This raises the questions of why teachers are not using argumentation, as well as what benefits argumentation provides in the science classroom. Argumentation is not widely used in the science education field due to lack of teacher knowledge about integration techniques and teachers’ fear of unruly class discussions. However, research shows that students benefit in many ways from argumentation based learning by allowing students to work through real world problems to develop higher level thinking skills. This paper discusses the importance ...
Scientific Inquiry And The Impact On Classroom Environment, 2017 The University of Toledo
Scientific Inquiry And The Impact On Classroom Environment, Heather K. Leckie
Learning to Teach
Scientific inquiry is an instructional strategy that requires students to engage in scientific problem solving by identifying a problem, designing an investigation, and supporting conclusions with evidence. The demand for the use of inquiry in the classroom is shown by the number of national and state standards that include inquiry as a requirement. Depending on the topic, inquiry in the classroom can range from structured to open. A classroom that engages in scientific inquiry creates an environment where students feel confident taking risks, collaborating, supporting conclusions with evidence and considering different positions. This article examines the foundations of scientific inquiry ...
Project-Based Learning As An Alternative To The Pedagogy Of Poverty In Low-Income Schools, 2017 University of Toledo
Project-Based Learning As An Alternative To The Pedagogy Of Poverty In Low-Income Schools, Shannon N. Giesige
Learning to Teach
The pedagogy of poverty is a phrase coined by Martin Haberman in 1991 to describe the didactic teacher-centered learning that takes place in most urban, low-income schools. This form of teaching is based on assumptions that teachers, administrators, and parents make about the students they are teaching and the students’ goals, aims and capabilities. This manuscript discusses why teachers turn to the pedagogy of poverty and how project-based learning offers a workable alternative in a low-income, urban environment. It examines how project-based learning can improve student self-efficacy and academic performance, as well as exploring what this method asks of teachers.
Making Scientific Inquiry Activities Accessible To Students With Autism, 2017 University of Toledo
Making Scientific Inquiry Activities Accessible To Students With Autism, Alonna Ackerman
Learning to Teach
In light of the major trend within science education of focusing on inquiry-based activities, students with autism may face difficulties in the classroom due to barriers such as problems with communication, social situations, and desire for routine (Hedges et al., 2014). Though research regarding inquiry-based science education for students with autism is scarce, explicit instruction appears to be a promising option for elementary students (Knight et al., 2012). Additionally, Applied Behavior Analysis and Self-Regulated Strategy Development have proven useful in other content areas (Casey et al., 2014; Ryan et al., 2011; Szapacs, 2006). Extrapolating from this data, the author discusses ...