Veteran Elementary Teachers Collaborating In Professional Learning Communities: A Phenomenological Study, 2014 Northeastern University
Veteran Elementary Teachers Collaborating In Professional Learning Communities: A Phenomenological Study, Paula Jeanne Bailey
Education Doctoral Theses
The outcome of this inquiry assists in understanding how veteran teachers view participating in a Professional Learning Community (PLC) and how their strengths could be utilized in this context within an elementary school setting.
Findings revealed that a PLC was useful for providing a foundation for collaboration and adult learning among veteran teachers at this school. The teachers said that as they participated, they became reinvigorated, increased their knowledge of instructional practices, and experienced positive student outcomes; they also noted an improved school culture. While PLCs have become common in secondary schools, one of the study's greatest challenges was ...
Open Educational Resources In The United States: Insights From University Foreign Language Directors, 2014 Utah State University
Open Educational Resources In The United States: Insights From University Foreign Language Directors, Joshua J. Thoms, Becky L. Thoms
Joshua J. Thoms
This study reports the results of a survey completed by 155 university foreign language (FL) directors in the United States (US) during Fall 2012. Survey respondents come from a variety of institutions and direct a range of FL programs. The objectives of the study are to (a) determine what FL directors know about open educational resources (OER), (b) understand respondents’ perceived benefits and challenges of using OER, and (c) determine what resources and support are critical to establish or expand the use of OER in FL courses in the US. Results indicate that while 66% of FL directors do not ...
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, 2014 Portland State University
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, Jane-Jane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton
Mathematics and Statistics Faculty Publications and Presentations
The authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of ...
"Network Teach": How A Student Led Organisation Supports The Transition To University, 2014 Edith Cowan University
"Network Teach": How A Student Led Organisation Supports The Transition To University, Deborah Callcott, Marianne J. Knaus, Judy Warren, Ashleigh Wenban
Australian Journal of Teacher Education
It is well documented that the first-year experience is crucial to student success at university. The transition to university provides many challenges for students from a personal, social and academic perspective. Over several decades, universities across Australia have implemented strategies to improve the attrition rate of first year students. This paper discusses a program designed to meet the specific needs of students in the School of Education, at a university in a metropolitan suburb of Perth, Western Australia. The Network Teach program is unique in that it is a student-run organisation. It offers social networking and academic support systems to ...
Barriers To Parental Involvement In Schools: Developing Diverse Programs To Include Unique Demographics, 2014 The College at Brockport: State University of New York
Barriers To Parental Involvement In Schools: Developing Diverse Programs To Include Unique Demographics, Kristy L. O'Donoghue
Education and Human Development Master's Theses
There is little debate that parental involvement in education is paramount to the success of students in their academic lives. As a result, public schools across our country are developing programs aimed at reaching out to parents in hopes of improving the relationship that exists between the schools and the families of their students. These programs are developed through the analysis of vast amounts of research based on the general issues commonly affecting parental involvement in our public schools. While the data gathered from this type of broad research is useful and necessary in the process, many urban schools don ...
Laptops And Language Learning: A Mixed Methods Study Of Technology Integration And Student Engagement, 2014 University of Nebraska - Lincoln
Laptops And Language Learning: A Mixed Methods Study Of Technology Integration And Student Engagement, Ginger R. Starks-Yoble Ph.D.
Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education
Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students’ perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections ...
A Mixed Methods Approach To Examining The Getting Ready Intervention For Supporting Young Children With Challenging Behaviors, 2014 University of Nebraska - Lincoln
A Mixed Methods Approach To Examining The Getting Ready Intervention For Supporting Young Children With Challenging Behaviors, Miriam E. Kuhn
Open Access Theses and Dissertations from the College of Education and Human Sciences
Families and preschool teachers of children with persistent challenging behaviors are taxed daily by difficulties presented in care and management of such children in their homes and early education settings. This study utilized a sequential explanatory mixed methods approach in three phases to better understand a collaborative partnership model of intervention, Getting Ready (Sheridan, Marvin, Knoche, & Edwards, 2008), for supporting preschoolers with challenging behaviors attending Head Start or state-funded pre-kindergarten programs. Preschool teachers received professional development and individual coaching to help them improve partnerships and collaboratively plan with parents to promote children’s growth, and enhance parent-child interactions.
In Phase 1, archival quantitative data for 19 children with challenging behaviors were analyzed for (1) relationships between teachers’ reports of problem behaviors and other child, parent, and teacher variables prior to beginning the intervention; and (2) change in 10 measures of child development/behavior, parent involvement in their children’s education, parent-teacher and teacher-student relationships after one year of preschool augmented by the Getting Ready intervention. In Phase 2, archival documents and audio-recordings from parent-professional team meetings, as ...
Communicating With Hispanic Parents Of Young, School-Age Children, 2014 University of Tennessee, Knoxville
Communicating With Hispanic Parents Of Young, School-Age Children, Sarah Grace Williams
University of Tennessee Honors Thesis Projects
No abstract provided.
Innovation In Personalised Learning, 2014 Bond University
Innovation In Personalised Learning, Shelley Kinash
Innovations In Personalised Learning, 2014 Bond University
Innovations In Personalised Learning, Shelley Kinash
This workshop will cover how to design mobile learning and blended learning to meet the needs of diverse learners.
Exploring The Impact Of A Substitute Teacher’S Passion For Literacy And Her Literacy Beliefs, 2014 The College at Brockport: State University of New York
Exploring The Impact Of A Substitute Teacher’S Passion For Literacy And Her Literacy Beliefs, Margo P. Dunlevy
Education and Human Development Master's Theses
This self-study examines the literacy beliefs of a substitute teacher and the role that those beliefs play in her pedagogical choices. The study also seeks to identify the participant’s passion for literacy and how that is present in her interactions with her students. Data were gathered using field notes, journal entries, and artifacts or pictures from the classrooms where this study took place. Using these data sources, a number of key themes were identified, including evidence of literacy beliefs in my teaching, teaching against my beliefs, context influencing my beliefs, and resources impacting my beliefs. Based on my findings ...
Factors That Shape Teachers’ Confidence Teaching Physical Education In A School That Is Part Of The Alberta Project Promoting Active Living And Healthy Eating (Apple) Executive Summary, 2014 University of Portland
Factors That Shape Teachers’ Confidence Teaching Physical Education In A School That Is Part Of The Alberta Project Promoting Active Living And Healthy Eating (Apple) Executive Summary, Sara Van Leusden
Education Graduate Publications and Presentations
No abstract provided.
Faculty Seminar Leads To Collaboration, Learning, 2014 Sacred Heart University
Faculty Seminar Leads To Collaboration, Learning, Jaya Kannan
A total of 20 Sacred Heart University faculty members began the summer break with a week-long seminar on innovative teaching and digital learning. However, the work began long before the opening remarks at the conference.
How I Used Lucy Calkins’ Units Of Study Writing Program To Support My First Grade Students’ Writing Development: A Self Study, 2014 The College at Brockport: State University of New York
How I Used Lucy Calkins’ Units Of Study Writing Program To Support My First Grade Students’ Writing Development: A Self Study, Kelly Schimpf
Education and Human Development Master's Theses
In this self study, I examine how I used Lucy Calkins Units of Study Writing Program (2006) to support my first grade students’ writing development. In order to reflect on my own teaching using the first two books in Calkins’ series, Launching the Writer’s Workshop and Small Moments-Personal Narrative Writing, I collected different types of qualitative data: audio tapes, research journals, student responses and examples, and reflections. The findings indicate that while I used Calkins’ Units of Study Writing Program, I supported my students’ literacy development by following the framework she provides, my using language and differentiating my writing ...
Teachers’ And Parents’ Perceptions Of Parental Involvement On Inner City Children’S Academic Success, 2014 Georgia Southern University
Teachers’ And Parents’ Perceptions Of Parental Involvement On Inner City Children’S Academic Success, Molly Zhou
Georgia Educational Researcher
Parental involvement (PI) is an important factor in children’s academic learning. In this study, teachers’ and parents’ perceptions of parental involvement on inner city children’s academic success were examined. The setting of the study was in an inner city Tittle I elementary school with a 90% African American student population. A purposeful random sampling method was used in the study. Fifty five parents and 14 teachers participated in the study. The Parental Involvement Survey was used to collect data from the 69 participants. Collected data were analyzed with SPSS. The findings revealed that parents and teachers perceived that ...
Impediments To Using Or Sharing What Is “Known”, 2014 Georgia Southern University
Impediments To Using Or Sharing What Is “Known”, Winifred Nweke, Virginia Elliott
Georgia Educational Researcher
The purpose of this mixed methods study was to investigate variables that impede the utilization of research findings in, or the transfer of learning from professional development workshops into, classroom best practices. Participants comprised 202 Georgia Master Teachers who attended Leadership Institutes. Participants were taught strategies for differentiating assessment. A 21-item online survey was used to collect data two months after the institute. Eighty-six teachers (42.6%) completed the survey. Fifty-five (64%) respondents had implemented, at least, one strategy. The strategies they found most useful were allowing students redo assignments for full credit, isolating and retesting specific standards rather than ...
Alpha, Beta, Launch: A Newbie's Guide To Educational Video Game Development, 2014 Rochester Institute of Technology
Alpha, Beta, Launch: A Newbie's Guide To Educational Video Game Development, Colleen Krahulik, Lori Goszczynski
Journal of Interactive Humanities
This paper details the process we went through to develop an educational video game, which includes: research on implementing video games into the classroom, vendor selection, video game design, and curriculum development. Throughout the video game development process, we faced challenges such as budget, time constraint, and varying areas of expertise. This paper serves as a guideline for similar organizations interested in educational video game development.
Play game on desktop or tablet: www.avma.org/videogame
Play within browser: https://www.avma.org/KB/K12/videogame/index.html
Investigating Teachers' Understandings Of Gender Equity And Achievement In Postfeminist Times, 2014 Western University
Investigating Teachers' Understandings Of Gender Equity And Achievement In Postfeminist Times, Katee Joy Van Campen
University of Western Ontario - Electronic Thesis and Dissertation Repository
Drawing from feminist post-structuralism and critical social theories, this thesis examines the significance of postfeminist and neo-liberal influences on teachers’ perspectives about gender equity and girls’ success within the context of Ontario’s high-stakes standardized testing policies and their pedagogical experiences in the classroom. The significance of this inquiry is in its capacity to contribute to further theorizing about how teachers are negotiating the changing meaning of gender equity through a neo-liberal and postfeminist lens. It also adds to the growing body of research that investigates the significance of socio-economic background with regards to girls’ achievement and participation in school ...
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Journal of Educational Research and Practice
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants ...
The Transition From Participation To Facilitation Of Supervision: An Autoethnography, Daniel V. Maffia
Daniel V. Maffia
This autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that ...