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Articles 1 - 5 of 5
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“Anyone Can Be A Scientist”: Examining The Influence Of Diverse Scientist Representation On High School Students’ Perceptions Of Science And Stem Careers, Sydney Rubey
Masters of Education in Teaching and Learning
This action research study examined how implementation of diverse instruction of scientists within a secondary astronomy course could affect students’ perceptions of scientists and Science, Technology, Engineering, and Mathematics (STEM) careers. The study also looked at how the intervention could influence students’ perceptions of themselves as scientists. The researcher collected data through surveys, focus group interviews, student artifacts, and fieldnotes. Quantitative data were analyzed through descriptive statistics, and qualitative data was analyzed through the constant comparative method. The three major themes which emerged are representation matters, humanization of scientists, and you don’t have to be a scientist to enjoy science. …
High School Students’ Perceptions Of Geography: A Study On The Influences Of Life Experiences, Kenzi Valadez
High School Students’ Perceptions Of Geography: A Study On The Influences Of Life Experiences, Kenzi Valadez
Masters of Education in Teaching and Learning
Geography is often viewed as a subject that breeds a variety of perceptions by those who take it as a classroom subject. Understanding factors that influence these perceptions is a paramount aspect that many classroom teachers fail to consider. At the time of this study, the researcher was a graduate student completing a year-long clinical teaching placement. The researcher sought to understand what factors influence how students view the subject of geography. The aim of the study was to examine how students perceive their life experiences influencing their view of geography as an academic subject. For this study, the researcher …
Examining The Effect Of Social Emotional Learning On Student Perceptions Of The Safety And Comfortability In The Theatre Classroom, Emily Wooten
Masters of Education in Teaching and Learning
This study examined the effects of social emotional learning (SEL) on student perceptions of safety and comfortability in the theatre classroom. The researcher implemented SEL lessons using a morning meeting/class meeting format. Data was collected using a pre-survey, field notes, and focus group interviews. Data was analyzed using the constant comparative method to look for recurring themes to use for poetic transcription. Four primary codes, entitled “Will You Please Join Us?,” “Friend or Foe?,” “Climbing the Mountain of Anxiety,” and “The Love of Theatre” were used to create their own unique poem demonstrating the thoughts and emotions of the students …
Student Motivation And Engagement In The Middle School Math Classroom: How Can Teachers Respond?, Sarah Janae Mcglothlin
Student Motivation And Engagement In The Middle School Math Classroom: How Can Teachers Respond?, Sarah Janae Mcglothlin
Masters of Education in Teaching and Learning
This study investigated the factors that contribute to and take away from middle school students’ active and meaningful participation in math class. The study also sought to gather students’ opinions and ideas for how their teachers could better engage and motivate them in the middle school math classroom setting. Using surveys, student interviews, and a teacher focus group, the researcher gathered and coded data via the constant comparative method and identified the major themes of intrinsic motivators, extrinsic motivators, distractions, and impacts of COVID-19 as key factors. The study also generated the concepts of teacher assistance, lesson style and activities, …
Reading And Writing Like A Scientist: Implementation Of Disciplinary Literacy Strategies In A Middle School Science Classroom, Cameron K. Boyette
Reading And Writing Like A Scientist: Implementation Of Disciplinary Literacy Strategies In A Middle School Science Classroom, Cameron K. Boyette
Masters of Education in Teaching and Learning
This study examined what happened when disciplinary literacy strategies were implemented in a middle school science class along with the students’ and teachers’ perceptions of these strategies. The researcher implemented disciplinary literacy strategies that went along with the scope and sequence for seventh-grade science at the time of implementation of the study. She collected data through surveys, observations, and interviews with students and teachers. Data were analyzed through the constant comparative method and coding. When disciplinary literacy strategies were implemented, students showed compartmentalization of reading and writing to their ELAR classes. Teachers showed negative perceptions of their students’ literacy abilities. …