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Full-Text Articles in Education
Supplemental Action Learning Workshops: Understanding The Effects Of Independent And Cooperative Workshops On Students’ Knowledge, Kathryn M. Morris
Supplemental Action Learning Workshops: Understanding The Effects Of Independent And Cooperative Workshops On Students’ Knowledge, Kathryn M. Morris
Dissertations
Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2001; Fullilove & Treisman, 1990; Preszler, 2009; Udovick et al., …
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
Dissertations
This action research case study describes how content area teachers in a middle school with low reading achievement levels utilize cooperative learning and curriculum integration (with a focus on the integration of literacy skills and thinking skills) in their content area given the current context of accountability for student mastery of tested core content outcomes. The participants were four urban middle school teachers from the core areas of science, social studies, mathematics, and language arts who had varying levels of training and experience with cooperative learning and curriculum integration. Data sources included audio-recorded pre-conferences, video-taped classroom observations, audio-recorded post-conferences, and …
The Relationship Between Attitude And Anxiety Toward Teaching Science In Pre-Service Elementary Teachers And The Use Of Science Olympiad Events, Allison Armstrong Downing
The Relationship Between Attitude And Anxiety Toward Teaching Science In Pre-Service Elementary Teachers And The Use Of Science Olympiad Events, Allison Armstrong Downing
Dissertations
The purpose of this study was to examine the relationship between the anxiety and attitudes of pre-service elementary teachers toward teaching science and the use of Science Olympiad events in an elementary science methods course. The participants were 34 pre-service elementary teachers enrolled in the Winter 2010 and Spring 2011 trimesters in the course Science in the Elementary School at a private university in south Mississippi. Attitude toward teaching science was measured using the Revised Science Attitude Scale. Anxiety was measured using the State-Trait Anxiety Inventory (Form Y). Data collection involved participants taking pretests for attitude and state anxiety on …
Cooperative Learning: Attitudes, Perceptions, And Achievement In A Traditional, Online, And Hybrid Instructional Setting, Allison Hardin Duckworth
Cooperative Learning: Attitudes, Perceptions, And Achievement In A Traditional, Online, And Hybrid Instructional Setting, Allison Hardin Duckworth
Dissertations
Cooperative learning has been sufficiently studied to be accepted as an effective method of education. Student reception of cooperative learning, and therefore the degree of its success in a given situation, will depend on the mode of delivery. New technology for delivering courses totally online challenges many aspects of traditional education, and is particularly difficult for cooperative learning that relies heavily on intense face-to-face communication among students. This study was conducted to compare cooperative learning in a traditional setting to that in hybrid and online settings. A model for delivering a cooperative learning experience has been developed utilizing concept maps …