Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, 2016 Western Kentucky University
Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall
This study examined the influence of teacher practices on the engagement of African American males. Two teachers were selected for observation while teaching African American males. The teachers for this study were found to have a propensity to be culturally responsive and to exude some of those qualities while engaging the African American males. The observations were held in one high school with a high percentage of African American males. The observations, supported by field tested inventories, the Culturally Responsive Inventory Observation Protocol, and the Multicultural Education Awareness Survey, revealed that teachers with an understanding of inclusion and responsiveness (1 ...
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 ...
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
Science & Spaghetti Monsters: Understanding The Nature Of Scientific Knowledge & Research, 2016 Illinois Mathematics and Science Academy
Science & Spaghetti Monsters: Understanding The Nature Of Scientific Knowledge & Research, Sarah O'Leary-Driscoll
What is science?
When students are asked to define science, many of them define science as “a body of knowledge gained by performing experiments.”
A more appropriate definition, however, is that “Science is … a process of inquiry aimed at building a testable body of knowledge open to rejection or confirmation” (Shermer, 2005).
There are three important points that this definition makes:
Common Mistakes In Discussing Evolution, 2016 Illinois Mathematics and Science Academy
Common Mistakes In Discussing Evolution, Sarah O'Leary-Driscoll
No abstract provided.
A Meta-Analysis Of The Effects Of Enrichment Programs On Gifted Students, 2016 College of William and Mary
A Meta-Analysis Of The Effects Of Enrichment Programs On Gifted Students, Mihyeon Kim
Although descriptions of enrichment programs are valuable for practitioners, practices, and services for gifted students, they must be backed by evidence, derived through a synthesis of research. This study examined research on enrichment programs serving gifted students and synthesized the current studies between 1985 and 2014 on the effects of enrichment programs. A total of 26 studies were included in this meta-analysis, and the findings show that enrichment programs had a positive impact on both gifted students’ academic achievement (g = 0.96, 95% CI [0.64, 1.30], under a random-effects model) and socioemotional development (g = 0.55, 95% CI ...
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
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 ...
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 ...
2014 Lederman Scholar Award, 2016 Illinois Mathematics and Science Academy
2014 Lederman Scholar Award, Barb J. Miller, Adrienne Coleman
Dr. Barbara Miller, Director of Enrollment and Academic Opportunities, and Dr. Adrienne Coleman, Multicultural Education Specialist, co-authored two articles: "The IMSA PROMISE: Igniting and Nurturing Diverse STEM Talent" published in IAGC Journal and "The IMSA© PROMISE: Diverse Perspectives Do Enrich Understanding!" published in Understanding Our Gifted.
Gifted Education In Rural Schools, 2016 University of Akron Main Campus
Gifted Education In Rural Schools, Paige E. Yeager
Honors Research Projects
This report is a summary of the observations and data collected during twenty hours of field work and observation. This project focuses on one child, identified as gifted, in a rural school district with limited resources. The report discusses the student’s current level of performance, analysis of the developmental domains (cognitive, language, social, emotional, and motor), accommodations and modifications used by the student’s teachers, guidelines determined by the State of Ohio and the W. Local School District, alignment to the state requirements, and suggestions for the improvement of the student’s educational experience. The report will explain how ...
Exploring Speech And Language Skills In Gifted Children: A Parent Perspective, 2016 University of Akron
Exploring Speech And Language Skills In Gifted Children: A Parent Perspective, Amanda Brewer
Honors Research Projects
The purpose of this research study was to examine the speech and language skills of gifted students, and to further look into gifted students who have previously had speech or language therapy. Information pertaining to gifted children, typical speech and language development, and gifted children who have a delay in speech was evaluated. The information was used to develop a survey instrument that asked parents about their gifted child’s speech and language. The overall results of this study confirmed many previously known characteristics of gifted students. It also showed that expressive language skills were less developed than receptive language ...
Teachers’ Perceptions Of The Effectiveness Of Academic Acceleration, 2016 Marshall University
Teachers’ Perceptions Of The Effectiveness Of Academic Acceleration, Christy L. Schwartz
Theses, Dissertations and Capstones
Acceleration is one method of differentiating instruction for gifted students that has proven to have positive academic and social-emotional benefits. However, it is often underutilized by teachers and administrators either due to misinformation or lack of information. The purpose of this study was to determine the perceptions held by teachers regarding the effectiveness of acceleration as a service option for students who are gifted. Findings indicated that, although teachers appear to be well-informed about the benefits of acceleration on academic achievement and engagement, they appear to be misinformed about the social-emotional effects of acceleration. The majority of teachers indicated that ...
2016 Intersession Catalog, 2016 Illinois Math and Science Academy
2016 Intersession Catalog, Illinois Mathematics And Science Academy
No abstract provided.
The Bridges And Barriers Model Of Support For High-Functioning Students With Asd In Mainstream Schools, Wendy Holcombe, Margaret Plunkett
Australian Journal of Teacher Education
National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of ...
From Rainman To Rainmaker: A Presentation Of Jim’S Journey And Rapidly Advancing Technologies: Integrating Proven Behavioral Therapies With Emergent Measurement And Testing Advances Will Result In Transformational Progress In Autistic Individuals, 2016 Claremont McKenna College
From Rainman To Rainmaker: A Presentation Of Jim’S Journey And Rapidly Advancing Technologies: Integrating Proven Behavioral Therapies With Emergent Measurement And Testing Advances Will Result In Transformational Progress In Autistic Individuals, Richard Zajac
CMC Senior Theses
The autism treatment status quo was reviewed and accompanied by a narrative contextualizing past and present progress with my younger brother Jim’s journey with the condition, sharing proposed next steps for bettering the current state of affairs in the space. The impetus for this piece was to share in the lessons of Jim’s life thus far and the revelations of those who have supported him, as well as to determine ways to create more impactful, lasting change in the limited window of early intervention therapy whilst empowering individuals on the spectrum to optimize for their skills and talents ...
The Allure Of Music: Implications For Academically Gifted Students, 2016 DePauw University
The Allure Of Music: Implications For Academically Gifted Students, Erin Tolar
This thesis explores the complex interactions of academic giftedness as it relates to the pursuit of music. The literature review covers some of the main topics of giftedness, including what it means to be gifted, identification of giftedness, and music in gifted programs. Research was conducted at a small liberal arts college with a School of Music on academically gifted students. The survey and follow-up interview were constructed to assess whether academically gifted music students were more likely to experience conflict about their choice of major than academically gifted liberal arts students, non-academically gifted School of Music students, or non-academically ...