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Junior High, Intermediate, Middle School Education and Teaching Commons

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Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene 2017 Kent State University

Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene

Middle Grades Review

Mentor teachers that participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers’ development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.


Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey EDD 2017 Clemson University

Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey Edd

Middle Grades Review

This case study reveals how middle school social studies teachers within a professional development program are encouraging their students to use multiple disciplinary literacies to create Our History Clips as they also work toward developing a classroom community of engaged student citizens.


New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey 2017 Liberty University

New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey

Doctoral Dissertations and Projects

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following sub-questions: What internal factors affect student success and failure in the mBolden Academic Model? What external factors influence success for students in the mBolden? This study examined a bounded set of students at a rural school in Northeast Alabama that implemented a mastery-based, blended learning model. Data collection included ...


An Examination Of The Factors That Influence The Transfer Of Learning Among K-12 Educators Participating In Professional Learning Communities, Charcelor C. McCullum 2017 University of Southern Mississippi

An Examination Of The Factors That Influence The Transfer Of Learning Among K-12 Educators Participating In Professional Learning Communities, Charcelor C. Mccullum

Dissertations

The purpose of this study was to investigate and identify the factors that either support or inhibit learning transfer among educators within K-12 professional learning communities (PLCs) as well as to obtain a better understanding of how adult education principles relate to teacher learning and job satisfaction within this environment. Although research regarding professional learning for educators within the K-12 setting is available, much of this research is not focused directly on adult education principles and often fails to examine learning transfer. The present study addresses both areas using a two-phase exploratory sequential mixed methods approach to obtain both qualitative ...


The Effects Of Self-Regulation Strategies On Reading Comprehension, Motivation For Learning, And Self-Efficacy With Struggling Readers, Cassandra L. Cosentino 2017 Western Connecticut State University

The Effects Of Self-Regulation Strategies On Reading Comprehension, Motivation For Learning, And Self-Efficacy With Struggling Readers, Cassandra L. Cosentino

Education Dissertations

The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students’ reading comprehension, motivation for learning, and self-efficacy perceptions.

The research took place in three urban schools in the northeast United States in the winter of 2016. The study’s quasi-experimental design utilized a sample of convenience in which students from three schools of one district were examined. There was one treatment group in which students received a self-regulation intervention and two comparison groups where students received standard support instruction within their general education classes. Data were collected using a pretest/posttest ...


The Good Behavior Game: Effects On And Maintenance Of Behavior In Middle-School Classrooms Using Class Dojo, Komila Dadakhodjaeva 2017 University of Southern Mississippi

The Good Behavior Game: Effects On And Maintenance Of Behavior In Middle-School Classrooms Using Class Dojo, Komila Dadakhodjaeva

Dissertations

Classroom management is one of the key components for successful instruction and affects both instructors and learners. Although most frequent discipline strategies in schools involve punitive actions, research suggests that using positive statements to teach and reinforce desirable behaviors is more appropriate and effective. A form of a group-oriented contingency that focuses on desirable behaviors is a positive variation of the Good Behavior Game (GBG). The GBG has been used widely in its original form, focusing on undesirable behaviors, and more research is needed on its positive version. Another strategy that can be used within classrooms is Class Dojo, a ...


Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias 2017 Kennesaw State University

Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Teachers’ Perceptions Of Educational Games That Keep Score Of Cooperative Performances, Theodore Alden Wohlfarth 2017 University of Missouri-St. Louis

Teachers’ Perceptions Of Educational Games That Keep Score Of Cooperative Performances, Theodore Alden Wohlfarth

Dissertations

The scoring systems used in traditional sports and games are founded on the zero-sum premise that players are on opposite sides and one side can win only if the other side loses. These scoring systems may be effective at nurturing zero-sum mindsets and providing data for assessing performance in win-lose relationships. If so, games that use different scoring systems can be used to facilitate the development of collaborative mindsets, nurture win-win skills between diverse groups, and enable objective self-assessment of performances in non-zero-sum events when engaging with those on “other sides.” Although economic game theory has rich reservoirs of research ...


Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss 2017 Western Carolina University

Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss

Interdisciplinary Journal of Problem-Based Learning

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the ...


Out With The Old, In With The New Digital Era Instruction: 21st Century Education Must Conform To The Needs Of "Digital Kids", Sheila Neth 2017 The College at Brockport: State University of New York

Out With The Old, In With The New Digital Era Instruction: 21st Century Education Must Conform To The Needs Of "Digital Kids", Sheila Neth

Education and Human Development Master's Theses

Modern day youths are known for their tech savvy ways and dependency on digital devices. They choose to spend their free time in front of a digital screen chatting, taking and sending photos, playing games, drafting emoji messages, etc. These youths are then expected to attend school and remove all electronic devices and pay attention for 6+ hours a day in each seat for at least 40-minute intervals. The relevancy to learn is lost; students can hardly see any relevancy in the content being learned at school with their own lives filled with technology and immediate driven results. Thus, it ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Keeta Holmes, Pamela Atkinson-Hamilton, Tiffanni Durham, Gloria Hardrict-Ewing, Deborah Heisler, Christina Hughes, Rosalinda Williams, Lane Walker, Christopher Young-El, Amy Dooley 2017 University of Missouri - St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Keeta Holmes, Pamela Atkinson-Hamilton, Tiffanni Durham, Gloria Hardrict-Ewing, Deborah Heisler, Christina Hughes, Rosalinda Williams, Lane Walker, Christopher Young-El, Amy Dooley

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments.

The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a mid-sized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Rosalinda D. Williams, Keeta Holmes, Gloria Hardrict-Ewing, Lane Walker, Christopher Young-El, Christina Hughes, Tiffanni Durham, Deborah Heisler, Pamela Atkinson-Hamilton, Amy Dooley 2017 University of Missouri St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Rosalinda D. Williams, Keeta Holmes, Gloria Hardrict-Ewing, Lane Walker, Christopher Young-El, Christina Hughes, Tiffanni Durham, Deborah Heisler, Pamela Atkinson-Hamilton, Amy Dooley

Dissertations

Abstract Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized midwestern public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Christopher M. Young El 2017 University of Missouri St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Christopher M. Young El

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Deborah J. Heisler, Rosalinda Williams, Christopher Young-El, Lane Walker, Keeta Holmes, Gloria Hardrict-Ewing, Pamela Atkinson-Hamilton, Tiffanni Durham, Christina Hughes, Amy Dooley 2017 University of Missouri-St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Deborah J. Heisler, Rosalinda Williams, Christopher Young-El, Lane Walker, Keeta Holmes, Gloria Hardrict-Ewing, Pamela Atkinson-Hamilton, Tiffanni Durham, Christina Hughes, Amy Dooley

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized midwestern public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Iowa Agricultural Educators’ Current And Perceived Grading Practices, Jenny Ann Lichty, Michael S. Retallick 2017 Iowa State University

Iowa Agricultural Educators’ Current And Perceived Grading Practices, Jenny Ann Lichty, Michael S. Retallick

Michael Retallick

Literature on grading reveals that grading practices have not changed much since they were first introduced. However, with alternative approaches, such as standards-based grading, being introduced, it is important to look at how agricultural educators are using grades to evaluate student learning. The purpose of this study was to determine the grading practices of Iowa high school agricultural educators. The accessible population consisted of 236 high school agricultural educators. Findings were based on responses of 157 (69.8%) educators who responded to the study via an online questionnaire. These agricultural educators used a variety of learning approaches, and their beliefs ...


Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares 2017 College of William & Mary

Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares

Jason Shih-Hao Chen

We investigated (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results ...


Youth Stem Motivation: Immersive Technologies To Engage And Empower Underrepresented Students, Jason Chen, Chris Dede 2017 College of William & Mary

Youth Stem Motivation: Immersive Technologies To Engage And Empower Underrepresented Students, Jason Chen, Chris Dede

Jason Shih-Hao Chen

There is no learning without engagement, a situation that happens all too often in our typically lecture-based classrooms. At the same time, engagement without learning, which frequently happens in today’s digital worlds, is not a healthy alternative. Some claim that online gaming is one answer to engaging and motivating students in their academic work. Yet, students can frequently be engaged in these virtual worlds without actually learning anything or being more academically motivated. In this white paper we describe a project underway at Harvard’s Graduate School of Education in which we are designing innovative technological environments that draw ...


Suggestions For Implementing First Year Experience Learning Communities In Teacher Education Programs, Kathryn Hintz, Vincent Genareo 2017 Minot State University

Suggestions For Implementing First Year Experience Learning Communities In Teacher Education Programs, Kathryn Hintz, Vincent Genareo

Learning Communities Research and Practice

This article describes the creation of a First Year Experience learning community in a teacher education program. The First Year Experience model was adopted by the university because of declining enrollment, retention, and graduation rates and has been generally successful in the education department. With little information available for teacher educators about this type of learning community, we offer recommendations for implementing and evaluating them.


Embodying Rhythm Nation: Multimodal Hip Hop Dance As A Site For Adolescent Social-Emotional And Political Development, Lauren M. Roygardner 2017 The Graduate Center, City University of New York

Embodying Rhythm Nation: Multimodal Hip Hop Dance As A Site For Adolescent Social-Emotional And Political Development, Lauren M. Roygardner

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This exploratory study employed qualitative methodology, specifically values analysis, to learn more about how being involved within Hip hop dance communities positively relates to adolescent development. Adolescence was defined herein as ages 13-23. The study investigated Hip hop dance communities in terms of cultural expertise (i.e. novice, intermediate and advanced/expert) to look specifically at dance narratives (i.e. peak experience narratives and “I dance because” essays) and hip hop dance performances. The primary purpose of this dissertation was to (1) explore how adolescents use multimodal Hip hop dance discourse for social-emotional development and critical consciousness, and to (2 ...


Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana 2017 The Graduate Center, City University of New York

Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This dissertation examines a teacher’s language ideologies, their impact on curriculum modifications and bilingual Latinx middle schoolers’ storytelling, to understand how a bilingual pedagogy builds on their cultural and linguistic resources. This qualitative study was conducted in a sixth grade writing workshop class in New York City as the focus teacher taught the Teachers College Reading and Writing Project Personal Narrative Unit of Study. The first two findings center on the factors that influence a teacher’s stance on language practices and bilingual pedagogy, and how these contributed to curriculum modifications that included using students’ full linguistic and cultural ...


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