Rigor And Academic Achievement: Career Academies Versus Traditional Class Structure, 2014 Liberty University
Rigor And Academic Achievement: Career Academies Versus Traditional Class Structure, Linda Kyees
Doctoral Dissertations and Projects
The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent ...
Enrichment Programming For Secondary School Gifted Students: A Narrative Inquiry, 2014 Western University
Enrichment Programming For Secondary School Gifted Students: A Narrative Inquiry, Melissa D. Gollan-Wills
University of Western Ontario - Electronic Thesis and Dissertation Repository
The current constructivist interpretive narrative inquiry study considered the ways in which recently implemented enrichment programming on a system level was experienced by gifted secondary school learners and designated gifted teachers or contacts at the secondary schools. Through an in-depth exploration of stories of experiences that gifted students told about enrichment programming, this study offered significant insight into the unique learning needs and challenges of gifted adolescents in today’s secondary classrooms. Methods included an initial demographic questionnaire followed by a maximal variation sample of 12 participants for the second phase of the study with follow-up focus groups. Focus group ...
Code Switching: A Tool In The Classroom, 2014 The College at Brockport: State University of New York
Code Switching: A Tool In The Classroom, Karen Marie Algarin-Ruiz
Education and Human Development Master's Theses
There has been a tremendous growth of the Hispanic population in the United States leading to a large population of Spanish heritage speakers in our schools. Language diversity in the United States has been maintained primarily because of continuing immigration from non-English speaking countries (Gollnick & Chinn, 2009). Many school districts have adopted several types of programs to educate this growing population. One of the major issues being faced in the classroom concerns language development of learners using code switching. “Code switching, or the alternation of two languages within a single clause, sentence or turn is a complex, rule-governed use ...
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, 2014 University of Nebraska - Lincoln
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
Open Access Theses and Dissertations from the College of Education and Human Sciences
Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model ...
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, 2014 University of Nebraska - Lincoln
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland
Educational Administration: Theses, Dissertations, and Student Research
The purpose of this phenomenological study was to explore the important elements reported by second-year undergraduates at Midwestern University (MU) as they renegotiated their intelligence identity of being the smart one. The five participants were members of the 2012-2013 first-year cohort of Jumpstart Business Community (JBC). Per inclusion in JBC, the students identified as high-achieving students and/or were classified as accelerated learners in high school. The reconceptualized model of multiple dimensions of identity from Abes, Jones, and McEwen (2007) informed this study in the examination of renegotiation of the intelligence identity.
The main research question of this study was ...
An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, 2014 Illinois Mathematics and Science Academy
An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, Adrienne L. Coleman
Publications & Research
This study was an exploration of the factors that motivated gifted and talented Black males to engage in science, technology, engineering and mathematics (STEM). The specific problem addressed was the lack of motivation among Black males to become gifted and talented learners engaged in STEM. Thus, the purpose of this study was to examine the factors that motivate gifted and talented Black males to engage in STEM at the Illinois Mathematics and Science Academy (IMSA), a residential academy for gifted/talented students. Qualitative methodology was used to interview focus groups of 20 gifted and talented Black males who currently attended ...
Student Engagement And Action In Classroom And Community: Place-Based Education And Social Action For The High-Achieving Student, 2014 University of Nebraska - Lincoln
Student Engagement And Action In Classroom And Community: Place-Based Education And Social Action For The High-Achieving Student, Rachel M. Jank
Dissertations, Theses, and Student Research: Department of English
This paper briefly discusses the work done in a college-preparatory, Senior English class to combat the disengagement present in many educational institutions. This disconnect does not allow for learning retention and, therefore, does not allow for students to apply the moment of learning to life outside of the secondary classroom. The work I do is based off of Jessica Singer Early, Bruce Bigelow, Linda Christensen, and many other master teachers who work with the educational designs of Place Consciousness and Social Action within their respective classrooms. The theories of John Dewey and Paulo Freire suggest that a non-traditional style of ...
Case Study Of A Successful Educational Partnership: University Of Illinois At Urbana-Champaign And The Illinois Mathematics And Science Academy, 2014 Illinois Mathematics and Science Academy
Case Study Of A Successful Educational Partnership: University Of Illinois At Urbana-Champaign And The Illinois Mathematics And Science Academy, Dave Devol
Faculty Publications & Research
This article describes partnerships between an NCSSSMST member institution and a research university and the use of student-generated survey data as a means of both professional self-reflection and asking further questions. As a chemist, I have been trained to write in the style of scientists, and in fact I teach a course at the Illinois Mathematics and Science Academy on the methods of science and scientific writing. This article is intentionally not written in a scientific style; rather is written to convey a story of how a partnership between institutions naturally progressed into my current area of research into motivational ...
Increasing Interest Of Young Women In Engineering, 2014 Illinois Mathematics and Science Academy
Increasing Interest Of Young Women In Engineering, Diane Hinterlong, Branson Lawrence, Purva Devol
Publications & Research
The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students in grades 10 through 12 in its advanced, residential college preparatory program. IMSA also serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.
Bootstrap Blues, 2014 Gettysburg College
Bootstrap Blues, Hannah M. Frantz '13
Meet David*. In mid-January, he came to the small town Iowa elementary school where I work. David has attended more schools in the two years since he started school than I have in my lifetime. In fact, the school he just moved from only has four days of attendance listed on his record. David moves so often because he’s homeless. His situation is not what we may stereotypically think of as “homeless”—you wouldn’t see him on the streets or even in soup kitchens. Instead, David stays with his mother, and they couch surf from one home to ...
Succeeding Against The Odds: The Trajectory Of Minority Males Classified As Honors In A Two-Year College, 2014 Northeastern University
Succeeding Against The Odds: The Trajectory Of Minority Males Classified As Honors In A Two-Year College, Loretta Ovueraye-Adoghe
Education Doctoral Theses
In this interpretative phenomenological analysis the researcher explored the lived experiences of high achieving community college students of African American and Hispanic\Latino descent some of which are enrolled in an honors college. The theoretical lens used to gain insight includes the malleable incremental theory of intelligence, which will give insight into how students' self-theory about their learning enable minority males to succeed academically. The research draws on the data gathered from in-depth interviews with six African American and Hispanic\Latino students. The emergent themes produced by this study are (1) drive and self- understanding with confidence as a subordinate ...
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, 2014 Illinois Mathematics and Science Academy
The Imsa© Promise: Igniting And Nurturing Diverse Stem Talent, Adrienne Coleman, Barb J. Miller
Publications & Research
“Your PROMISE Program has been the life-line to extend and enhance the knowledge base for these students…by providing them with the time to develop seemingly outlandish ideas or tease their brains with the “what if” possibilities…you are making such a huge difference in the lives of these inner city youth who, otherwise, would not be privy to this level of academic exposure until much later on in their academic pursuits” (McNeal, 2013).
What educator writes such impassioned comments about an enrichment program designed to ignite and nurture talented underrepresented and underserved students?
The Imsa© Promise: Diverse Perspectives Do Enrich Understanding!, 2014 Illinois Mathematics and Science Academy
The Imsa© Promise: Diverse Perspectives Do Enrich Understanding!, Barb J. Miller, Adrienne Coleman
Publications & Research
For years we have grappled with the effects of the Achievement Gap, which has been defined by: (a) the National Assessment of Educational Progress (2011) as the “observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender; (b) The National Education Association (2013) as differences between the scores of students with different backgrounds (ethnic, racial, gender, disability, and income) are evident on large-scale standardized tests, adding that test score gaps often lead to longer-term gaps, including high school and college completion and the kinds of jobs ...
The Challenge: Magazine For Gifted Studies, 2014 Western Kentucky University
The Challenge: Magazine For Gifted Studies, The Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
Succeeding In The City: A Report From The New York City Black And Latino Male High School Achievement Study, 2014 University of Pennsylvania
Succeeding In The City: A Report From The New York City Black And Latino Male High School Achievement Study, Shaun R. Harper, Ph.D., And Researchers From The Center For The Study Of Race And Equity In Education
Shaun R. Harper, Ph.D.
This report is the first publication from the New York City Black and Latino Male High School Achievement Study, a project that entailed individual interviews with 415 students from 40 public high schools – 90 were enrolled in 44 colleges and universities, the rest were college-bound high school juniors and seniors. Understanding how these young men succeeded in and out of school, developed college aspirations, became college-ready, and navigated their ways to postsecondary education was the primary aim of this project. Instead of further amplifying deficits and documenting failures in urban schools, 13 Black and Latino male researchers from the Center ...
Teacher Perspectives Regarding Gifted Diverse Students, 2013 Purdue University
Teacher Perspectives Regarding Gifted Diverse Students, Toni Szymanski, Thomas Shaff
Understanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinator at a school in which 65% of the student population was Hispanic. Three themes emerged in the findings: (a) Teachers experience differences in training to work with diverse, low income students and gifted students; (b ...
Perceived Classroom Management Needs Of Pre-Service Teachers, 2013 Western Kentucky University
Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.
Create A Journal With Poised Readership Utilizing Your Institution’S Digital Research Repository, 2013 Western Kentucky University
Create A Journal With Poised Readership Utilizing Your Institution’S Digital Research Repository, Wanda G. Chandler
Wanda G. Chandler, Ed.D.
Describes content and publication of KTEJ, and information about the digital commons data repository.
Student And Teacher Attitudes Toward Giftedness In A Two Laboratory School Environment: A Case For Conducting A Needs Assessment, Jennifer Riedl Cross, Tracy Cross, Andrea D. Frazier
Providing effective professional development in laboratory schools around topics that can be divisive, such as preparing a school environment for expansion of gifted education services, can be quite difficult. However, doing so based on data collected through a needs assessment can be invaluable to the planning process. As part of a needs assessment in preparation to enroll 100 new gifted students, students and teachers (N=171) from a unique setting in which a residential school for gifted high school students is housed within a laboratory school were surveyed using F. Gagné and L. Nadeau’s (1991) Opinions about the Gifted ...
Integrative Holistic Educaton: A Flexible Model To Meet The Needs Of Students In Our Post-Modal Society, Clarissa E. Steffen Ed.D.
Faculty Scholarship (COE)
No abstract provided.