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Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, Amanda G. Waits 2016 East Tennessee State University

Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, Amanda G. Waits

Electronic Theses and Dissertations

The purpose of this study was to determine if there was a significant difference in total scores on the Mathematical Self-Efficacy Scale, the mathematics task self-efficacy portion of the scale, and the math-related school subjects self-efficacy portion of the scale for middle school students between students assigned to a homogeneously grouped accelerated math class and students assigned to a heterogeneously grouped math class.

The instrument used to gather information for thus study on student self-efficacy was the Mathematics Self-Efficacy Scale (MSES). The MSES measures 2 domains of mathematics-related behaviors and capabilities. The Mathematics Task Self-Efficacy scale is designed to measure ...


The Use Of Visual Arts As A Window To Diagnosing Medical Pathologies, Katrina A. Bramstedt 2016 Bond University

The Use Of Visual Arts As A Window To Diagnosing Medical Pathologies, Katrina A. Bramstedt

Faculty of Health Sciences & Medicine Publications

Observation is a key step preceding diagnosis, prognostication, and treatment. Careful patient observation is a skill that is learned but rarely explicitly taught. Furthermore, proper clinical observation requires more than a glance; it requires attention to detail. In medical school, the art of learning to look can be taught using the medical humanities and especially visual arts such as paintings and film. Research shows that such training improves not only observation skills but also teamwork, listening skills, and reflective and analytical thinking. Overall, the use of visual arts in medical school curricula can build visual literacy: the capacity to identify ...


Teacher Beliefs Regarding Positive Behavior Support Programs In Mississippi Middle Schools, Chad Joseph Davis 2016 University of Southern Mississippi

Teacher Beliefs Regarding Positive Behavior Support Programs In Mississippi Middle Schools, Chad Joseph Davis

Dissertations

In today’s educational environment of continued and high-stakes accountability, school administrators are constantly looking for effective techniques to improve the academic performance and behavior of their students. In an effort to attain improvement by their pupils, many educational leaders are choosing to implement positive behavior support (PBS) programs in their schools. This study examined the differences between teachers’ beliefs about PBS programs and their impact on reported student attendance, standardized test scores, engagement, and behavior. It also examined the differences in reported changes in these variables between teachers at schools with PBS programs and teachers at schools without the ...


Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams 2016 University of Southern Mississippi

Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams

Dissertations

This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a pre-post math anxiety rating scale questionnaire and a pre-post algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level ...


Administrators', Counselors', And Teachers' Opinions Regarding The Impact Of Freshman Academies, Schools-Within-Schools, And Ninth Grade Schools As It Relates To Effective Transitioning, Robyn Suzanne Killebrew 2016 University of Southern Mississippi

Administrators', Counselors', And Teachers' Opinions Regarding The Impact Of Freshman Academies, Schools-Within-Schools, And Ninth Grade Schools As It Relates To Effective Transitioning, Robyn Suzanne Killebrew

Dissertations

The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research.

The questionnaire for ...


Session A-2: Lincoln And Douglas: The Debates, The Background And Why What You Say Matters, Lee Eysturlid 2016 Illinois Mathematics and Science Academy

Session A-2: Lincoln And Douglas: The Debates, The Background And Why What You Say Matters, Lee Eysturlid

Lee W. Eysturlid

This presentation will get at the important meanings and usages of the famous debates for the Senate that took place between Lincoln and Douglas in the state of Illinois. Attendees will gain a working knowledge of the event and explore ways to make use of it in class. Finally, the session will align the materials presented with the Common Core standards dealing with the "integration of knowledge and ideas" as well as "reading and writing for literacy".


Creating The Next Generation Of Innovators, Britta W. McKenna, Lawrence Bergie 2016 Illinois Mathematics and Science Academy

Creating The Next Generation Of Innovators, Britta W. Mckenna, Lawrence Bergie

Lawrence Bergie

Our educational system has been designed to test for knowledge and to teach to tests that measure said knowledge. We train our students for tests, but they crave applied learning opportunities to connect their knowledge to the real world. Employers are looking for talent that can problem-solve, work well in teams, ask good questions, communicate and apply knowledge and skills.


From Access To Interaction, Daniel Atkins 2016 Bank Street College of Education

From Access To Interaction, Daniel Atkins

Occasional Paper Series

Atkins calls on educators to see beyond access to identify “core moments” for child-centered experiential learning in inclusion classrooms. He warns that “[t]he process of scaffolding the child’s inclusion in the activities or interactions of the day can too often become conflated or confused with the process of scaffolding the child’s physical ability to gain access to those activities or interactions.”


Overcoming Barriers To Coteaching, Seamus O'Connor 2016 Alexandria Public Schools

Overcoming Barriers To Coteaching, Seamus O'Connor

Occasional Paper Series

Seamus O’Connor, a high school special education teacher, shares a story of bridging a divide. He takes a clear and honest look at the evolution of his relationship with his coteaching partner, Carol. In doing so, he explores themes of equity, trust, and negotiated differences in building a collaborative classroom.


Inclusion: What Came Before, Judith Lesch 2016 Bank Street College of Education

Inclusion: What Came Before, Judith Lesch

Occasional Paper Series

Judith Lesch’s firsthand account of her teaching experiences from the late 1970s through the mid-1990s takes us on a journey through the evolving approaches to inclusion.


Front Matter And Introduction, Valentine Burr 2016 Bank Street College of Education

Front Matter And Introduction, Valentine Burr

Occasional Paper Series

The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.


An Examination Of The Potential Relationship Between Technology And Persistence Among At-Risk College Students, Aaron W. Hughey, Charlene Manco 2016 Western Kentucky University

An Examination Of The Potential Relationship Between Technology And Persistence Among At-Risk College Students, Aaron W. Hughey, Charlene Manco

Aaron Hughey

Academically underprepared college students, i.e., those identified as needing developmental (remedial) English, mathematics and reading courses in order to maximize their potential for academic success at college-level studies, were provided with the opportunity to rent, for a minimal, subsidized fee, mini-computers bundled with digital course materials (e-books). The academic aptitude of the students who participated in the study was assessed when they entered the program, and their academic performance was assessed at the end of the semester in which they were provided with these resources. The aptitude, performance and retention of program participants were then compared with those of ...


Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin 2016 University of Cincinnati

Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin

Occasional Paper Series

Selected works by Harriet Cuffaro.


An Inquiry Into The Pedagogical Implications Of Dewey’S Ecological Thinking, Simon Jorgenson 2016 University of Vermont

An Inquiry Into The Pedagogical Implications Of Dewey’S Ecological Thinking, Simon Jorgenson

Occasional Paper Series

My primary purpose is to (re)examine Dewey in the context of contemporary conceptions of ecology and environmental education. With this in mind, I will focus primarily on what Dewey has to say about the natural world, beginning with his general philosophy and moving through several of his educational works.


Caroline Pratt: Progressive Pedagogy In Statu Nascendi, Jeroen Staring 2016 Bank Street College of Education

Caroline Pratt: Progressive Pedagogy In Statu Nascendi, Jeroen Staring

Occasional Paper Series

This article explores two themes in the life of Caroline Pratt, founder of the Play School, later the City and Country School. These themes, central to Harriet Cuffaro’s values as a teacher and scholar, are Pratt’s early progressive pedagogy, developed during experimental shopwork between 1901 and 1908; and her theories on play and toys, developed while observing children play with her Do-With Toys and Unit Blocks between 1908 and 1914. Focusing on her early and previously unexplored writings, this article illustrates how Caroline Pratt developed a coherent theory of innovative progressive pedagogy.


The Experience Of Working And Learning Together, Jane Clarke 2016 City and Country School

The Experience Of Working And Learning Together, Jane Clarke

Occasional Paper Series

Before describing some remarkable learning experiences that stand out from her most recent observations of and conversations with teachers, the author shares three film clips of children which demonstrate some activities that can become an important “habit,” as children engage daily in outdoor activities using simple, open-ended building materials.


When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir 2016 Gardaborg Preschool

When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir

Occasional Paper Series

Unit blocks have probably been used in some Icelandic preschools since 1950 or 1960, but a turning point occurred when one of the author's teachers from the Iceland University of Education (Fosturskoli Islands), Jonina Tryggvadottir, returned from studying with Harriet Cuffaro at Bank Street College in New York City.


Thinking Through Early Childhood, Jonathan Silin 2016 University of Toronto

Thinking Through Early Childhood, Jonathan Silin

Occasional Paper Series

Working against the grain of history and contemporary assumptions about the nature of the field, the author makes a counterintuitive argument that decenters the child and brings forward the adult in early childhood education (ECE).


Introduction, Miriam Raider-Roth, Jonathan Silin 2016 University of Cincinnati

Introduction, Miriam Raider-Roth, Jonathan Silin

Occasional Paper Series

This issue of the Occasional Paper Series is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift—a volume reflecting the values, theories, and passions of a senior scholar in a field—seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than we can possibly count. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has “unfolded and connected” essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. It ...


Toward A More Loving Framework For Literacy Education, Clio Stearns 2016 Bank Street College of Education

Toward A More Loving Framework For Literacy Education, Clio Stearns

Occasional Paper Series

In this provocative and moving essay, Clio Stearns, a Bank Street educated teacher, toggles back and forth between moments with her young daughter who daily grows more attached to books and moments with her fifth grade students who remain disconnected from her carefully chosen texts. Refracted through a psychoanalytic lens and a deeply caring heart, Stearns’ description of her classroom practices offers a canny account of all that she must give up in order to see through and past her students’ resistance. In a surprising turn of events she learns to join with her students as they become curious readers ...


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