Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, 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 ...
Examining The Influence Of Self-Determination Theory Components With Students Of Varying Cognitive Abilities, 2016 Western Kentucky University
Examining The Influence Of Self-Determination Theory Components With Students Of Varying Cognitive Abilities, Antonia Szymanski
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
This study sought to explore difference in the influences of components of Self-Determination Theory between students of average and high academic ability. Differences were examined using correlational comparisons, t-tests, and analysis of variance (ANOVA). As expected, students with high academic ability reported high perceptions of competence. Although other mean differences were not significant, relationships between the variables showed interesting results. Significant correlational differences were found between the relationships of Perceived Competence and Teacher Control, Intrinsic Motivation, and Boredom. Teacher Control also had significantly different relationships with students’ engagement between the two groups. The study adds to the understanding of Self-Determination ...
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, 2016 University of Nebraska - Lincoln
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education
This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination ...
Girly Girls, Tomboys, Athletes And Nerds: A Phenomenological Study Of Social Context In The Specialised School Environment, 2016 University of Notre Dame Australia
Girly Girls, Tomboys, Athletes And Nerds: A Phenomenological Study Of Social Context In The Specialised School Environment, Katrina Eddles-Hirsch
This study uses a phenomenological framework to discover from elementary aged gifted girls and boys themselves whether they experienced the social context of their specialized school differently. The gender identities of the three schools in this study were found to play an important role in the creation of a positive or negative social context, which ultimately impacted the talent development process. A review of the research literature found that while there has been research carried out in this area at the secondary school level, not much is known about the impact of social context in the specialised school environment at ...
Beyond Behavior, 2016 Dominican University of California
Beyond Behavior, Craig C. Laupheimer
Scholarship and Engagement in Education
Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as ...
The Effects Of An Elementary After-School Enrichment Program On Gifted And Talented Students' Attitudes Toward School, 2016 University of Arkansas, Fayetteville
The Effects Of An Elementary After-School Enrichment Program On Gifted And Talented Students' Attitudes Toward School, Madison Nicole Cunningham
Curriculum and Instruction Undergraduate Honors Theses
The study researches interest-based learning in a controlled setting in order to gain insight into student attitudes toward school, more specifically among identified gifted and talented students. This study poses the research question, “Does an after-school program designed to cater to student needs affect student attitudes toward school?” This was an action research study using pre and post assessments to determine elementary students’ attitudes toward school. The study was conducted at an after-school program, once a week for ten weeks total. There were ten students involved in the study, with three of them being formally identified through the school district ...
Teachers' Perceptions Of Students' Creativity Characteristics, 2016 Buffalo State College
Teachers' Perceptions Of Students' Creativity Characteristics, Serap Gurak-Ozdemir
Creative Studies Graduate Student Master's Theses
Teachers’ perceptions of an ideal student were investigated in terms of their FourSight preferences (i.e. Ideator, Clarifier, Developer, and Implementer). Based on these preferences, 275 teachers who were currently working in Western New York region described their “ideal” student with 66 adjectives of Torrance Ideal Child Checklist. Results showed that for each of FourSight preferences, teachers have a tendency to support characteristics associated with their own preference. More specifically, teachers with a stronger Ideator tendency encouraged the students’ Ideator characteristics more compared to Developer and Implementer styles. Teachers with a Clarifier tendency do not seem to favor students’ Ideator ...
An Investigation Of How Districts In One State Identify And Serve Gifted And Talented English Language Learners, 2016 University of Arkansas, Fayetteville
An Investigation Of How Districts In One State Identify And Serve Gifted And Talented English Language Learners, Caitlin S. Allison
Curriculum and Instruction Undergraduate Honors Theses
School administrators are constantly looking for ways to make learning accessible for all students, and gifted education is no different. The process of identifying a gifted student is a difficult one at best, only made more difficult with language barriers. However, inattention to gifted English Language Learners can have detrimental effects as feelings of culture shock and homesickness combine with feeling intellectually different than one’s peers. This study investigates the current procedures for identifying and providing for all gifted learners to determine if eligibility and participation is dependent on linguistic ability. The study consisted of interviewing three District Coordinators ...
Teachers’ And Administrators’ Perceptions Of The Under-Representation Of African American Males In Gifted And Talented Education Programs, Roy Sermons
Doctoral Dissertations and Projects
The purpose of this phenomenological case study is to explore the reasons for specific perceptions by urban middle and high school teachers and administrators about the underrepresentation of gifted African American male students in educational programs for the gifted and talented. Perceptions about gifted African American male students are generally defined as the views, thoughts, and patterns of educators pertaining to the characteristics of gifted students, recommendations for admission into gifted and talented education programs, and social and psychological factors that impede the enrollment of urban African American males into such programs. The phenomenological case examines social, cultural, and psychological ...
2016 Imsaloquium, Student Investigation Showcase, 2016 Illinois Math and Science Academy
2016 Imsaloquium, Student Investigation Showcase, Illinois Mathematics And Science Academy
IMSAloquium Abstract Booklets
"Welcome to the twenty-eighth year of the Student Inquiry and Research Program (SIR)! This is a program that is as old as IMSA. The SIR program represents our unending dedication to enabling our students to learn what it is to be an innovator and to make contributions to what is known on Earth."
Weartec Students’ Preferences And Perceptions Of Formal Vs. Informal Education, 2016 University of Nebraska-Lincoln
Weartec Students’ Preferences And Perceptions Of Formal Vs. Informal Education, Sarah Houston, Gwen Nugent
UCARE Research Products
This research investigated students’ preferences and perceptions between in-class instruction and informal instruction through the NSF-funded WearTec study, whose goal was to increase interest in STEM fields within 4th-6th graders through the use of wearable technologies, primarily girls. Students who participated in both the formal and informal education programs in the WearTec study were the students who were selected to participate in this research. A mixed method analysis was used with quantitative data from student surveys and qualitative data from student interviews that asked questions related to the student survey responses. Results showed that many of the ...
The Current State Of Youth Leadership Development Programming In Nebraska, 2016 University of Nebraska at Lincoln
The Current State Of Youth Leadership Development Programming In Nebraska, Kathryn M. Brock, Larry R Mcelravy Jr
UCARE Research Products
Young leaders are an underutilized resource that can significantly impact a community’s human resource capital, and their development is essential for the transfer leadership through the generations. There is insufficient evidence to prove that youth leadership development programming truly increases young students’ influential capacity; additionally, there is no way to metrically determine programming success. To gain an understanding of the current status of youth leadership programs in Nebraska, fourteen youth programs claiming leadership as one of the top curriculum priorities were interviewed for the purpose of collecting quantitative data to be compiled to make general observations about programming strengths ...
Relationship-Based School & Classroom Management, 2016 Jeffco Public Schools
Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden
National Youth-At-Risk Conference Savannah
Participants will learn about the four roles of relationship-based classroom and school management in working with students of all ages. Additionally, participants will have the opportunity to reflect on previous interactions with students (some that went well and some that didn't go so well), learn which role is their strength ("go-to" role), and identify the role with which they need peer support. This presentation is given lecture style with encouraged audience participation and includes plenty of laughter, practical applications, and"just-in-time" ideas to implement the very next day.
There’S A Dragon In My Classroom, 2016 Illinois Mathematics and Science Academy
There’S A Dragon In My Classroom, Sarah O'Leary-Driscoll
Nature of Science
What makes science, science?
How do we help students make sense of the science they are learning and how it fits in with preconceived notions and misconceptions, social perspectives, and potential controversy?
A Single Case Study Of The Impact Of Policy Changes On Identification For Gifted Programs, 2016 Utah Valley University
A Single Case Study Of The Impact Of Policy Changes On Identification For Gifted Programs, Russell Warne
Russell T Warne
Evolution Practice 1, 2016 Selected Works
Evolution Practice 1
Answer the following questions using information from the handouts, and examples from the LAB
Above-Level Test Item Functioning Across Examinee Age Groups, 2016 Utah Valley University
Above-Level Test Item Functioning Across Examinee Age Groups, Russell Warne, Kristine Doty, Anne Marie Malbica, Victor Angeles, Scott Innes, Jared Hall, Kelli Masterson-Nixon
Russell T Warne
Professional Development Data: A Review Of Action Research And Data Analysis And Its Implications For Special Education, Jennifer Lee Suppo
Journal of Research Initiatives
In today’s world of accountability and budgeting constraints, schools are examining how they get the most “bang for their buck” in the area of professional development experiences. Professional development has traditionally been used to keep teachers and administrators abreast of current teaching strategies. In using the traditional model of professional development, typically the school or district would have a speaker, who was knowledgeable on a random topic of education, come in and conduct a one-day seminar. More often than not, there was little accountability to this traditional model; little if any data was taken to see if the knowledge ...
Realizing The Dream: African American Males’ Narratives That Encouraged The Pursuit Of Doctoral Education, 2016 City University of New York, Bronx Community College,
Realizing The Dream: African American Males’ Narratives That Encouraged The Pursuit Of Doctoral Education, Ted N. Ingram
Journal of Research Initiatives
This article used personal narratives to discover factors affecting the decision of African American males to consider doctoral education. This study was based on qualitative interviews with 18 African American male doctoral students enrolled at predominantly white institutions as they reflected on their reasons for pursuing an advanced degree. The following were found to influence their decision: (a) need for faculty encouragement, (b) motivation to pursue a doctorate, and (c) their personal motivations. Recommendations are offered for increasing the numbers of African American male doctoral students.
Reversing The Tide In Science, Engineering, Technology And Mathematics (Stem): Academically Gifted African American Students In Historically Black Colleges & Universities, 2016 Texas A & M University - Commerce
Reversing The Tide In Science, Engineering, Technology And Mathematics (Stem): Academically Gifted African American Students In Historically Black Colleges & Universities, Delores Rice, Fred Bonner, Chance Lewis, Mary Alfred, Felecia M. Nave, Sherri Frizell
Journal of Research Initiatives
What started off as a national concern has escalated to the point of crisis (Bonner, Alfred, Lewis, Nave & Frizell, 2009; Chubin & Malcolm, 2008; Hrabowski, Summers & Hrabowski, 2006). The current state of affairs regarding African American participation in STEM disciplines has become one of the thorniest issues of contemporary focus. This article highlights data collected for a NSF Education Research grant. The focus of this HBCU-UP project was to uncover factors contributing to the success of academically gifted (high-achieving) African American students enrolled in engineering programs at the 12 ABET accredited four-year institutions in the U.S. Specifically, this research highlights qualitative case study data ...