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A Collective Case Study Of Economically Disadvantaged High Achieving Minority Schools, Stefanie Barnes 2018 Liberty University

A Collective Case Study Of Economically Disadvantaged High Achieving Minority Schools, Stefanie Barnes

Doctoral Dissertations and Projects

The purpose of this collective case study was to discover the characteristics that defined a high achieving minority population within a high, middle, and elementary school setting. The theoretical ideas included those of Dewey, Piaget and Payne. The central research question was: What are the unique characteristics of a high, middle, and elementary school with a high achieving minority student population? The characteristics were identified and examined through contemporary practices, observations, focus group discussions, interviews, surveys, and data analyzed. The participants in this research were the teachers, administrators, and students at various high, middle, and elementary school sites. The data ...


How Does An International Spanish Academy (Isa) Bilingual Program Affect The Motivation For Students To Take Four Years Of Spanish Classes Instead Of The Customary Two Years?, Frank Madden 2018 Liberty University

How Does An International Spanish Academy (Isa) Bilingual Program Affect The Motivation For Students To Take Four Years Of Spanish Classes Instead Of The Customary Two Years?, Frank Madden

Doctoral Dissertations and Projects

The purpose of this explanatory multi-case study was to determine how an International Spanish Academy (ISA) bilingual education model affects motivation for students to take four years of Spanish classes instead of the customary two years. The study involved three groups of Georgia public high school students currently enrolled in Spanish II classes in schools that did not include an ISA program. There is a growing trend across the United States to drop the world language requirement for high school graduation (National Council of State Supervisors for Languages (NCSSFL), 2016). Because of this national trend, a phenomenon exists among Georgia ...


Empathy Institutionalized: Sociocultural Dialogue As A Strategic Peacebuilding Initiative, Emily Owens 2018 Valparaiso University

Empathy Institutionalized: Sociocultural Dialogue As A Strategic Peacebuilding Initiative, Emily Owens

Bridge/Work

A common adage used in psychological exploration tells us that “If you want to know the end, look at the beginning.” While typically employed to emphasize the importance of upbringing and environment on personal outcomes, this phrase can be equally applicable in examining the ways in which society has developed over time to produce our polarized sociopolitical culture of today. This work explores from an integrative psychosocial perspective the potential that exists in working to define a new “end” by shaping a new “beginning,” through going directly to the institutions that comprise our own beginnings— schools. Through a combined research ...


The Effectiveness Of A Training Program To Development The Ability To Recognize Facial Expression Of Emotion In Student With Mild Intellectual Disabilities And Its Impact On Theire Social Interaction, Mohammad Kamal Abo El-Fetouh Ahmad Omar 2018 Benha University

The Effectiveness Of A Training Program To Development The Ability To Recognize Facial Expression Of Emotion In Student With Mild Intellectual Disabilities And Its Impact On Theire Social Interaction, Mohammad Kamal Abo El-Fetouh Ahmad Omar

International Journal for Research in Education

This study aimed to identify the effectiveness of the training program to development the ability to recognize emotions through facial expressions among students with mild intellectual disabilities, the sample of this study consisted of 16 students with mild intellectual disabilities from Alhasma institute for intellectual disabilities at Jazan region, between the ages of 9-12 years and range ratios IQ between 50-70, they were divided into two equal groups and homogeneous, one is Experimental group and another is controlled group. The researcher used the Experimental method and using several different tools. The main result is there is effectiveness of the using ...


Predicting Ability For Mindfulness In Empathy Skill: A Study Of Undergraduate Students Of Abu Dhabi University, Samer Adnan Abdel Hadi 2018 Al Falah University

Predicting Ability For Mindfulness In Empathy Skill: A Study Of Undergraduate Students Of Abu Dhabi University, Samer Adnan Abdel Hadi

International Journal for Research in Education

Abstract:

This study aims to investigate the predicting ability for mindfulness in empathy skills of a sample of students at the University of Abu Dhabi (Abu Dhabi and Al Ain branch). To achieve the study goals researchers used a mindfulness scale which consisted of four subscales (observation, Describing, act with awareness, accept without judgement), and empathy scale consisting of four subscales (fantasy, perspective-taking, empathy concern, personnel distress), with (400) male and female student samples from the University of Abu Dhabi.

Researchers calculated the means, and standard deviations from the study sample’s responses on the mindfulness scale and empathy scale ...


Using The Creative Thinking Skills By The Teachers, راشد بن سيف بن ماجد العزري 2018 وزارة التربية والتعليم-سلطنة عمان

Using The Creative Thinking Skills By The Teachers, راشد بن سيف بن ماجد العزري

International Journal for Research in Education

Abstract

The study aimed to determine to what extent the teachers of Grades 1-10 use creative thinking skills from the educational supervisors view. The sample of the study consisted of 88 educational supervisors. It used a questionnaire comprising 47 skills of the creative thinking skills divided into four main dimensions, which are; fluency, flexibility, originality and sensitivity to problem. The results indicated that the use of creative thinking skills by teachers was moderate from the educational supervisors view. The study results also showed that there was no significant differences in using creative thinking skills by teachers due to the major ...


Fear, Anxiety, And The 2016 Presidential Election: What Are The Effects On Student Achievement?, Kayla Mette, Katherine Bertolini 2018 South Dakota State University

Fear, Anxiety, And The 2016 Presidential Election: What Are The Effects On Student Achievement?, Kayla Mette, Katherine Bertolini

Empowering Research for Educators

The student fear and anxiety exhibited in the aftermath of the recent election are unlike anything most teachers have seen. The long-term ramifications of persistent fear and anxiety are too serious to ignore. The academic consequences of living in a perpetual state of fear are dire and affect the most vulnerable students. Current literature relating to the impact fear and anxiety have on achievement is examined with suggestions for teachers and administrators wanting to better inoculate their students against the deleterious effects of stress, fear and anxiety. This article issues an urgent call for increased examination of this phenomenon.


The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock 2018 South Dakota State University

The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock

Empowering Research for Educators

A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously ...


Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne 2018 South Dakota State University

Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne

Empowering Research for Educators

A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners on various teaching and learning strategies. This narrative will address how one faculty member identified common themes within her online and face-to-face classes that held students accountable, yet eager to come to class and learn the important content and develop the unique traits mentioned. Through the use of various data methods and current literature and research available, the author identified three common themes within her teaching and classroom environment. Those themes are identified as the 3 “R’s”: Relationships, Relevancy, and Rigor.


Ace Your Course Challenge Survey Instruments, Holly J. Swanson, Eric Kaldor PhD, Joshua Caulkins 2018 University of Rhode Island

Ace Your Course Challenge Survey Instruments, Holly J. Swanson, Eric Kaldor Phd, Joshua Caulkins

ATL Surveys

The Ace Your Course (AYC) Challenge is a series of reflective surveys intended to extend students’ evaluation of metacognitive learning strategies, based on the work of Dr. Saundra McGuire. The survey questions used for different stages of the Challenge can be found here. These surveys were developed as part of an initiative from the Office for the Advancement of Teaching and Learning and through collaboration with the Academic Enhancement Center to support the development of self-regulated learning through student reflection on metacognition.


Dialectical Teaching Strategies For First And Second-Year Students, Nathan M. Slife 2018 University of Nevada, Las Vegas

Dialectical Teaching Strategies For First And Second-Year Students, Nathan M. Slife

UNLV Best Teaching Practices Expo

An oppositional or bi-polar understanding of meaning (Rychlak, 1976). This ancient understanding of meaning has many applications for instructors.


A Content Analysis Of Catholic School Written Discipline Policies, Daniel L. Philippe, Claudia M. Hernandez-Melis, Pamela Fenning, Katie N. B. Sears, Emily M. McDonough, Elizabeth Lawrence, Michael Boyle 2018 Loyola University Chicago

A Content Analysis Of Catholic School Written Discipline Policies, Daniel L. Philippe, Claudia M. Hernandez-Melis, Pamela Fenning, Katie N. B. Sears, Emily M. Mcdonough, Elizabeth Lawrence, Michael Boyle

Michael Boyle

School discipline has traditionally endorsed the use of exclusionary practices (i.e. suspension and expulsion). Such practices can have a negative short- and long-term impact on student lives, and tend to be enforced disproportionately with certain student populations. Although public school discipline policies have received increased scrutiny in recent years, Catholic school policies have received very little attention. This study presents the results of a content analysis of the written discipline policies of 33 Catholic secondary schools from two dioceses within a major metropolitan area. Results suggest that although variability exists in the types of behaviors included in formal written ...


Creating And Assessing Campus Climates That Support Personal And Social Responsibility, Robert D. Reason 2018 Iowa State University

Creating And Assessing Campus Climates That Support Personal And Social Responsibility, Robert D. Reason

Robert D Reason

Over the past century, there have been several calls to infuse education for personal and social responsibility into the core of higher education. As early as 1937, and again in 1949, for example, professionals from the American Council on Education gathered to discuss the central tenets of higher education in the United States. Both groups of educators concluded that "the central purpose of higher education is the preservation, transmittal, and enrichment of culture by means of instruction, scholarly work, and scientific research" (ACE 1983, 17), but the document that emerged from the 1949 meeting suggested broadening the purpose of higher ...


Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips 2018 Florida State University

Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips

The Qualitative Report

The purpose of this paper was to explore factors that influence teacher-child relationships in Head Start. Three Head Start teachers from three centers were recruited for this study. Interview and observation data were analyzed using a grounded theory approach by using the qualitative data analysis software NVivo. Two coders completed the coding process. Inter-coder reliability and other triangulation techniques were employed to ensure the credibility of this study. The analysis revealed factors that teachers perceived as beneficial or harmful to their relationships with children. Three main themes emerged: professionalism (i.e., teacher beliefs, education, and work experience), teacher self-efficacy (i ...


Counseling Gifted Students: School-Based Considerations And Strategies, Kelly Kennedy, Jessica Farley 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.


Zhuang Zi And The Education Of The Emotions, Jeffrey MORGAN 2018 San Jose State University

Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan

Comparative Philosophy

This paper examines and defends a conception of the education of emotions found in the Zhuang-Zi. I begin by exploring four principal features of Zhuang Zi’s philosophy as it relates to the emotions: his epistemological perspectivism, his view of the self, his ethics of wandering and natural spontaneity, and his playful non-seriousness. Together these four features allow us to discern a general orientation to the education of the emotions, including a normative account of a good emotional life as well some suggestions for a pedagogy for the development of such a life.


Effects Of Aerobic Physical Activity On Student Engagement: Can 20 Minutes Of Moderate To Vigorous Physical Activity Affect On-Task Classroom Behavior Immediately Following?, Brooke DeWitt 2018 University of Massachusetts Amherst

Effects Of Aerobic Physical Activity On Student Engagement: Can 20 Minutes Of Moderate To Vigorous Physical Activity Affect On-Task Classroom Behavior Immediately Following?, Brooke Dewitt

Doctoral Dissertations

Converging evidence suggests moderate to vigorous physical activity (MVPA) has positive effects on cognitive performance. Most specifically bouts of MVPA have been shown to significantly improve cognitive efficiency and response inhibition in children. While these results are consistently observed in laboratory settings, the applications in applied settings remain unclear. This study examined the effects of high intensity exercise, low intensity exercise, and sedentary behavior on response inhibition and classroom on-task behavior following using a repeated measure crossover design. Two one-way ANCOVAs, using number of steps during activity as the covariate, were used to determine if there were any changes to ...


Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden 2018 University of Tasmania

Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden

Australian Journal of Teacher Education

Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they “liked” about their teachers ...


Unpacking Students’ Writer Identity In The Transition From High School To College: A Mixed Methods Study, Marcie J. Walsh 2018 Virginia Commonwealth University

Unpacking Students’ Writer Identity In The Transition From High School To College: A Mixed Methods Study, Marcie J. Walsh

Theses and Dissertations

Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American high schools and universities can’t write. This criticism has led many students to believe the problem lies exclusively with them. Efforts to improve students’ writing have had little effect, as reflected in continually concerning scores on the National Assessment of Educational Progress. Recently, researchers have begun to suggest that the problem should be addressed by working to change students’ identification as a bad writer. Two constructs have emerged from these efforts: writer and ...


Engagement And Positive Psychology For Stem Learning And Beyond, Mark Tuominem, Lori Tuominen 2018 University of Massachusetts - Amherst

Engagement And Positive Psychology For Stem Learning And Beyond, Mark Tuominem, Lori Tuominen

Science and Engineering Saturday Seminars

Positive psychology is the study of how people flourish. A considerable amount of recent scientific research is now showing how the basic tenets of positive psychology used in schools can boost engagement, learning and wellbeing for students and teachers. These principles apply to any type of learning, including STEM courses. The concepts and practices of positive psychology effectively serve as affective multipliers, enhancing learning success and personal wellbeing. This seminar will introduce a sampler plate of ideas and activities from their course for first-year UMass students, entitled “Positive Psychology: The Science of Happiness, Creativity, and Accomplishment.”


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