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Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea, Yerim Hong 2017 Missouri State University

Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea, Yerim Hong

MSU Graduate Theses

The changing composition of early childhood classrooms challenges teachers to be more responsive to the diverse needs of all children. This study explores the challenges and successes early childhood teachers experience with facing diversity in their classrooms. The purpose of this qualitative interview study was to investigate kindergarten teachers’ perceptions, beliefs, and teaching practices concerning anti-bias education in Seoul, South Korea. There were two groups of in-service kindergarten teachers, four teachers in each group, who participated in one-on-one interviews with structured and open-ended questions. The teachers in one group had more experience with teaching in diverse classroom settings than the ...


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 ...


The Effect Of Instructional Strategies On Math Anxiety And Achievement: A Mixed Methods Study Of Preservice Elementary Teachers, Janelle K. Lorenzen 2017 University of Southern Mississippi

The Effect Of Instructional Strategies On Math Anxiety And Achievement: A Mixed Methods Study Of Preservice Elementary Teachers, Janelle K. Lorenzen

Dissertations

This study addressed how different instructional strategies affected preservice elementary teachers’ levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching methods and inquiry-based learning (IBL). A mixed methods embedded design was used in which the major design of the study is a nonequivalent control group design, where the collection of data occurred before, during, and after the intervention. There were 103 participants who were elementary education preservice teachers with 58 of them being ...


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.


How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache 2017 University of Nebraska at Omaha

How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache

The Qualitative Report

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of ...


A Qualitative Study Of The Positive Transformation Of Public High School Cultures As Perceived By Administrators, Teachers, And Classified Staff Members, Amy L. Besler 2017 Brandman University

A Qualitative Study Of The Positive Transformation Of Public High School Cultures As Perceived By Administrators, Teachers, And Classified Staff Members, Amy L. Besler

Dissertations

Purpose: The purpose of this qualitative phenomenological study is to discover the factors which contribute to the positive transformation of a comprehensive public high school’s culture as perceived by the school’s administrators, teachers, and classified staff. An additional purpose of the study is to determine what similarities and differences exist between the perceptions of administrators, teachers, and classified staff.

Methodology: The researcher identified comprehensive public high schools within the state of California where measurable growth in positive perceptions of school culture had been achieved within the preceding two to four years. Of this target population, six schools were ...


Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes 2017 Kennesaw State University

Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes

Doctor of Education in Teacher Leadership Dissertations

The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research ...


American Education Through A Chinese Lens, Chloe Ruff, Christopher R. Fee 2017 Gettysburg College

American Education Through A Chinese Lens, Chloe Ruff, Christopher R. Fee

Education Faculty Publications

This June, a group of faculty members from Gettysburg College and K-12 teachers from York and Adams Counties travelled to China for four weeks of intensive cultural and educational exchange. This Gettysburg Fulbright Group Project Abroad in China studied the cultural and historical foundations of the Chinese educational system, as well as how this system is changing. Participants studied the larger policy context of the Chinese system and how those policies play out in the classroom. (excerpt)


Accumulating Capital In Music Education: A Content Analysis Of The Music Educators Journal From 2011-2016, Rachael L. Fleischaker 2017 Kent State University

Accumulating Capital In Music Education: A Content Analysis Of The Music Educators Journal From 2011-2016, Rachael L. Fleischaker

Excellence in Performing Arts Research

This study examined the major topics, focus areas, and targeted age (grade) levels in featured articles appearing in the Music Educators Journal (MEJ) from 2011 to 2016. The MEJ, which every member of the National Association for Music Education receives, is the oldest and most widely distributed music education publication in the United States. Building on Pierre Bourdieu’s concepts of cultural capital, this analysis examined featured articles in MEJ for implied skills, knowledge, and expertise valuable to its large audience of music educators over the past five years. Results indicate an imbalance in attention given to secondary level performance ...


An Action Research Study Of Barriers To Paraprofessional/Teaching Assistant Licensure In New York Community Colleges, Tonya L. Johnson 2017 CUNY Bronx Community College

An Action Research Study Of Barriers To Paraprofessional/Teaching Assistant Licensure In New York Community Colleges, Tonya L. Johnson

Publications and Research

The majority of New York State teachers remain disproportionately White, while their student populations grow increasingly diverse, and New York has experienced a dramatic increase in the number of diverse students, often referred to as students of color, including a large number of immigrant groups, in nearly all regions of the state. Recently published research has underscored that in order for multilingual, multiethnic, and multiracial teacher candidates to successfully enter the teaching profession, teacher preparation programs may need to alter some of their practices. In particular, the bulk of the research highlighted a need to expand recruiting for more diverse ...


What Complicates Or Enables Teachers’ Enactment Of Leadership, Jill Bradley-Levine 8881892 2017 Ball State University, Muncie, IN

What Complicates Or Enables Teachers’ Enactment Of Leadership, Jill Bradley-Levine 8881892

The Qualitative Report

This article presents findings from a case study that describes the ways that four teachers pursuing their master’s degree in teacher leadership engaged in leadership activities in their schools. In order to explore this purpose, this study examines two research questions: (1) How do teachers enact leadership in their schools and (2) What complicates or enables teachers’ leadership activity? Findings indicate that the norms of the teaching profession including equality and privacy affect teachers’ enactment of leadership in their schools. Teacher leaders limit their work based on their knowledge of these norms, their past experiences engaging in leadership, and ...


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 ...


Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl McGlamery, Saundra Shillingstad 2017 University of Nebraska at Omaha

Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on ...


Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen 2017 University of Waterloo

Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen

Teaching Innovation Projects

Uncomfortable with the transition from “learner” to “expert”, many new course instructors question whether they are capable of performing their role (Craddock et al., 2011; Parkman, 2016). This workshop delves into the “Impostor Phenomenon,” a term used to describe feelings of incompetence despite evidence of competence. In general, the literature suggests that greater awareness of the Impostor Phenomenon, both in oneself and others, is the first step towards breaking the cycle of behaviour (Clance & Imes, 1978; Hutchins, 2015). To foster this increase in awareness, this workshop encourages participants to engage in self-reflection and discussion to help break down the barriers normally associated ...


Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp 2017 Western University

Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp

Teaching Innovation Projects

In Canada, the national rhetoric of tolerance for diversity oftentimes does not match up to student experiences in the classroom (Dei, Mazzuca, McIsaac, & Zine, 1997). Many students face discrimination because of ethnicity, religious, gender, sexuality, disability, and socioeconomic status. Such discrimination negatively impacts not only students’ ability to perform at high standards, but future economic capital (Harvey & Houle, 2006; Ryan, Pollock, & Antonelli, 2009). The implication for educators in creating more inclusive, socially-just classrooms becomes significant when one looks at Canada’s changing demographic trends (see Eggertson, 2007). It is incumbent that policymakers, researchers, and educators move beyond rhetoric and prepare future teachers with the skills for teaching in Canada’s growing, diverse, and young classrooms.

This workshop is designed for instructors who teach in Bachelor of Education programs at any Canadian university. At the same time ...


Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder 2017 The University of Western Ontario

Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder

Teaching Innovation Projects

A fundamental question at the heart of literary studies concerns the intangible—and unanswerable—question of what it means to be human. To pursue this question rigorously, literary studies has deployed methods from a range of disciplines in the humanities and social sciences; while interdisciplinary approaches to English have generated a wealth of important theoretical and “real-world” interventions crucial to the discipline’s ongoing development, we risk diminishing the ineffability that lies at the heart of critical inquiry. The reasons behind this disconnect are too expansive and complex to discuss here (cf. Day, 2007; Griffin, 2005), but this workshop proceeds ...


Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie 2017 Western University

Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie

Teaching Innovation Projects

This workshop explores the topic of trigger warnings (i.e., written or verbalized alerts intended to warn students in advance of material that may elicit a strong emotional response) in the context of a university level psychology classroom. This workshop is designed for psychology graduate students, post-doctoral fellows, or professors involved in teaching. Trigger warnings are particularly relevant to the psychology classroom, as psychology is inherently focused on topics involving people and personal issues that could make students feel uncomfortable (e.g., mental health disorders, suicidal ideation, the impact of sexual assault). Although trigger warnings are increasingly used in classrooms ...


Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins 2017 The University of Western Ontario

Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins

Teaching Innovation Projects

This workshop will focus on promoting student engagement through small changes within the traditional lecture-based model of an undergraduate mathematics class. The workshop focuses specifically on the language we use to introduce courses, to teach in the classroom, and to provide support to students. The workshop seeks to identify unhelpful trends in the language which is commonly used in the mathematics classroom and to offer alternatives which have been shown through research to cultivate a more positive learning environment (e.g., Slattery & Carlson, 2005; Mesa & Chang, 2010; Rattan, Good & Dweck, 2012).

The workshop begins by comparing the effect of using mathematical jargon versus accessible ...


Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman 2017 The University of Western Ontario

Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman

Teaching Innovation Projects

Over the past decade, the prevalence of mobile devices (e.g., smartphones, tablets, laptops) on university campuses has skyrocketed. A 2015 survey shows these technologies are quickly becoming ubiquitous in the classroom, with 87% of university students using laptops and 64% of students using smartphones on a weekly basis to complete their schoolwork (Pearson, Harris Polls, 2015). These same students also agree that tablets will transform university learning in the future (83%), that mobile technology makes learning more fun (79%), and helps students perform better in class (68%); in addition, 40% of university students would like to use mobile technologies ...


Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner 2017 Western University

Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner

Teaching Innovation Projects

Experimental rationale is integral to the scientific process. Every step in a scientific protocol is specific and intentional (Hofstein & Lunetta, 1982). In many undergraduate labs there is a “cookie-cutter” approach, where a rigid and simple protocol is given to the students. Often these protocols are lacking rationale, and it can lead students to memorize the steps rather than understand them. Not understanding the rationale behind the protocol can lead to problems when it is time to troubleshoot or alter the experimental parameters. The student’s ability to employ critical thinking decreases if they cannot understand the meaning of what they ...


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