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Elementary School Tvaas Composites: A Comparison Between Title I Elementary Schools And Non-Title I Elementary Schools In Tennessee, Anthony W. Padelski 2016 East Tennessee State University

Elementary School Tvaas Composites: A Comparison Between Title I Elementary Schools And Non-Title I Elementary Schools In Tennessee, Anthony W. Padelski

Electronic Theses and Dissertations

The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals.

The purpose of this study was to determine whether there is a significant difference in elementary ...


Quantitative Reasoning - Mathematical Modeling In The Sciences, Robert L. Mayes Dr. 2016 Georgia Southern University

Quantitative Reasoning - Mathematical Modeling In The Sciences, Robert L. Mayes Dr.

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Evaluating The Validity Of Technology-Enhanced Educational Assessment Items And Tasks: An Empirical Approach To Studying Item Features And Scoring Rubrics., Ally Thomas 2016 The Graduate Center, City University of New York

Evaluating The Validity Of Technology-Enhanced Educational Assessment Items And Tasks: An Empirical Approach To Studying Item Features And Scoring Rubrics., Ally Thomas

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

With the advent of the newly developed Common Core State Standards and the Next Generation Science Standards, innovative assessments, including technology-enhanced items and tasks, will be needed to meet the challenges of developing valid and reliable assessments in a world of computer-based testing. In a recent critique of the next generation assessments in math (i.e., Smarter Balanced), Rasmussen (2015) observed that many aspects of the technology “enhancements” can be expected to do more harm than good as the computer interfaces may introduce construct irrelevant variance. This paper focused on issues surrounding the design of TEIs and how cognitive load ...


Perceptions Of Fidelity And Adaptation In Evidence-Informed Interventions By Women Of Color Sexuality Health Educators, Sara C. Flowers 2016 The Graduate Center, City University of New York

Perceptions Of Fidelity And Adaptation In Evidence-Informed Interventions By Women Of Color Sexuality Health Educators, Sara C. Flowers

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

Sexuality health educators (SHEs) adapt interventions to the participants’ needs in the dissemination and implementation of comprehensive sexuality education (CSE) programming. However, there is a lack of understanding of how, why and when SHEs make such adaptations. Success or failure of the transfer of prevention technology to practitioners occurs by determining community capacities and preparedness to adopt/adapt high-impact interventions to effectively manage implementation. Experts argue for evidence-informed interventions (EII), as opposed to evidence-based interventions (EBI), as the best way to incorporate research in applied settings. EBIs are solely guided by recommendations from current evidence, whereas EIIs recognize and incorporate ...


Locally Developed Performance Assessments: One State’S Decision To Supplant Standardized Tests With Alternative Measures, Amy Lynn Abbott 2016 Old Dominion University

Locally Developed Performance Assessments: One State’S Decision To Supplant Standardized Tests With Alternative Measures, Amy Lynn Abbott

Journal of Organizational & Educational Leadership

In 2014, the Virginia legislature removed select standardized tests from elementary and middle school grades in social studies, science, and writing. In this case study, the author investigates the experiences of key stakeholders in one large school district as they adopt alternative assessment in lieu of multiple-choice, standardized assessments. The specific aim of the study was to develop a descriptive account of one large Virginia school district’s plan for implementation of locally developed, performance-based assessments. Findings on this contemporary topic document the collaboration among district stakeholders to enact alternative assessments that assess students’ content knowledge and higher-order thinking skills ...


The Experiences Of African-American Males In Academic Leadership Positions At Public Predominantly White Institutions In North Carolina, Dalton Dockery, Comfort O. Okpala 2016 North Carolina State University

The Experiences Of African-American Males In Academic Leadership Positions At Public Predominantly White Institutions In North Carolina, Dalton Dockery, Comfort O. Okpala

Journal of Research Initiatives

The purpose of this narrative study was to explore the experiences of African-American males in academic leadership positions at public predominately White institutions in North Carolina. Four African-American males in academic leadership positions that met the selection criteria were purposefully selected for the study. For the sake of confidentiality a pseudonym was used for the participants and universities to protect their privacy. Multiple data collection and analytical methods were utilized to document the experiences and voices of the participants. While the experiences of the participants varied, they overwhelmingly identified their faith in God, mentorship, qualifications and preparations made them successful ...


Parents' And Teachers' Collaborative Perspective: An Input For A Model On Materials Development In A Multilingual Setting, Jane Kibla Lartec 2016 Saint Louis University, Baguio City, Philippines

Parents' And Teachers' Collaborative Perspective: An Input For A Model On Materials Development In A Multilingual Setting, Jane Kibla Lartec

Journal of Research Initiatives

This study explored the collaborative perspective of teachers and parents for materials development in a multilingual setting. Respondents were six parents and six teachers from the two of the pilot schools of Mother tongue based multilingual education in a melting pot city of different languages and cultures. The research design employed was qualitative to gain insights, explore the depth, richness and complexity inherent in the social or cultural phenomenon. Data were gathered from interviews with the aid of audio recorder and interview guide based on Malone (2007). The responses were transcribed and then categorized into themes according to similarities pertaining ...


The 'Rules Of Engagement': The Ethical Dimension Of Doctoral Research, Christopher Berg 2016 State College of Florida, Manatee-Sarasota

The 'Rules Of Engagement': The Ethical Dimension Of Doctoral Research, Christopher Berg

Journal of Research Initiatives

The pursuit of a doctorate is a rite of passage that requires a student to successfully navigate the transition from “student” to “scholar.” One area of practice, however, that is often marginalized is the role of ethics. Though there is no formal coursework in ethics, its importance cannot be understated. This essay examines the conceptual role of ethics in doctoral research as both an individual reflective essay as well as a broader discussion of ethics in general. The ethical dimension considered is broken down into eight principles or ethical research and practice in doctoral research. The “Eight Ethical Principles” will ...


The Influence Of Creativity Inhibitors And Collectivist Dynamics, Anthony Abidemi Olalere 2016 Sunrose Consulting

The Influence Of Creativity Inhibitors And Collectivist Dynamics, Anthony Abidemi Olalere

Journal of Research Initiatives

This study examines the mediating influence of creativity inhibitors on collectivist dynamics and faculty creativity in higher education organizations. Complexity theory was employed to frame how collectivist dynamic (Complexity Interaction) and creativity inhibitor foster faculty creativity in higher education. The Partial Least Square of Structural Equation Model (PLS-SEM) was used to analyze data using the PLS algorithm, and mediating effect to assess the predictive accuracy on creativity among 73 tenure and tenure-track faculty members in a south east research-based university in the United States. The result showed that creativity inhibitors have positive influence on the interaction between complexity interaction (collectivist ...


Two Models For Evaluating Evidence-Based Practices In Autism, Jennifer Lee Suppo Ed.D. 2016 Seton Hill University

Two Models For Evaluating Evidence-Based Practices In Autism, Jennifer Lee Suppo Ed.D.

Journal of Research Initiatives

The search for evidence-based practices within the realm of autism has continued to be at the forefront of autism discussions in education. The author describes two models, CEC Practice Study Manual (2008) and the National Standards Report (National Autism Center, 2009), for evaluating interventions as evidence-based practices (EBP) in autism, and compares and contrasts their features. The author applies the National Standards Report model, as it is the most frequently used model when evaluating EBP’s, in an analysis of two interventions for children with autism spectrum disorders (ASD) that are known to be EBPs, and applies the same model ...


Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe 2016 Bank Street College of Education

Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe

Occasional Paper Series

Knecht, Gannon, and Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools. Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments.


“We All Is Teachers”: Emergent Bilingual Children At The Center Of The Curriculum, Ysaaca D. Axelrod 2016 University of Massachusetts, Amherst

“We All Is Teachers”: Emergent Bilingual Children At The Center Of The Curriculum, Ysaaca D. Axelrod

Occasional Paper Series

Incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Axelrod explores the tensions in parents’, teachers’, and administrators’ beliefs about language use and the role of play.


Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava 2016 Bank Street College of Education

Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava

Occasional Paper Series

Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.


The Center For Inquiry: Anatomy Of A Successful Progressive School, Christine H. Leland, Amy Wackerly, Christine Foxen Collier 2016 Indiana University

The Center For Inquiry: Anatomy Of A Successful Progressive School, Christine H. Leland, Amy Wackerly, Christine Foxen Collier

Occasional Paper Series

Describes the work of the Center for Inquiry Schools in Indianapolis, Indiana. Authors Leland, Wackerly, and Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools.


City-As-School: Internship-Based Learning In New York City Public Schools, Rachel Seher, Melissa Birnbaum, Alan Y. Cheng 2016 City As School

City-As-School: Internship-Based Learning In New York City Public Schools, Rachel Seher, Melissa Birnbaum, Alan Y. Cheng

Occasional Paper Series

Paints a portrait of a high school with experiential learning at its core; at City-As-School in New York City, internships take the place of many classroom-based courses.


Now Is The Time, Jonathan Silin, Meredith Moore 2016 Bank Street College of Education

Now Is The Time, Jonathan Silin, Meredith Moore

Occasional Paper Series

In an era when intense pressure has been brought to bear on educators at all levels to “fix” education, Progressive Practices in Public Schools is designed to shine a light on the programs and pedagogy that are too often hidden from public view. The goal is to highlight what is hopeful by identifying educators who model rich, complex, and compelling alternatives to what is on offer from many contemporary “reformers.”


Using Ipads To Motivate Reluctant Readers During Literacy Instruction In Elementary School, Keri A. McCarthy 2016 Florida International Universty

Using Ipads To Motivate Reluctant Readers During Literacy Instruction In Elementary School, Keri A. Mccarthy

South Florida Education Research Conference

In today’s classrooms, iPads are used as innovative devices that provide opportunities to help motivate and engage reluctant readers. The purpose of this action research is to explore the benefits of using iPads for literacy learning support and the effect they have on student engagement, motivation, and comprehension reading skills.


Fostering Understanding Of Early Numeracy Development, Kate Reid, Nicola Andrews 2016 Australian Council for Educational Research (ACER)

Fostering Understanding Of Early Numeracy Development, Kate Reid, Nicola Andrews

Dr Kate Reid

In 2012, the Australian Council for Educational Research (ACER) began the Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School (LLANS:TPS). The study is part of a program of longitudinal literacy and numeracy research at ACER that started with a seven-year longitudinal study of children’s developing literacy and numeracy throughout primary school, which began in 1999 with a cohort of 1000 children from 100 schools around Australia (Meiers et al., 2006). The original Longitudinal Literacy and Numeracy Study (LLANS) developed new instruments for assessing children’s literacy and numeracy understanding in the first three years of primary ...


Sucidality In Sexual Minority Youth, Franci Crepeau-Hobson, R. Glazier, A. Scheer 2016 School of Education and Human Development at the University of Colorado Denver

Sucidality In Sexual Minority Youth, Franci Crepeau-Hobson, R. Glazier, A. Scheer

Franci Crepeau-Hobson

No abstract provided.


Ecological Neuropsychology, R. C. D'Amato, Franci Crepeau-Hobson, M. Geil, L. Huang, E. McGrain 2016 School of Education and Human Development at the University of Colorado Denver

Ecological Neuropsychology, R. C. D'Amato, Franci Crepeau-Hobson, M. Geil, L. Huang, E. Mcgrain

Franci Crepeau-Hobson

No abstract provided.


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