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Full-Text Articles in Education
Supporting Working Memory Development In Schools During Adolescence, Megan Bryant
Supporting Working Memory Development In Schools During Adolescence, Megan Bryant
M.Ed. Literature Reviews
This master's project investigates the multifaceted aspects of working memory in secondary school students and its relationship with academic performance. The findings from this project contribute to the existing literature by offering insights into the effectiveness of holistic interventions and memory strategies in enhancing working memory abilities and optimizing academic outcomes in secondary school students. This project reviews evidence about the relationship between emotional regulation, stress, and working memory to understand better how emotional factors impact cognitive functioning in the classroom setting. This analysis also aims to shed light on the trajectory of working memory development during adolescence and its …
The Effects Of Family Size And Birth Order On Students' Social Emotional And Cognitive Development, Mary Watson
The Effects Of Family Size And Birth Order On Students' Social Emotional And Cognitive Development, Mary Watson
Honors Projects
This project sought to analyze and understand the differences in student’s cognitive and social emotional development based on their number of siblings (also referred to as family size) and birth order. To accomplish this, a 130-question survey was created and emailed to approximately 125 teachers. 27 survey responses were received, which is a response rate of approximately 21.6%. The response data was categorized by only child, oldest child, youngest child, child with one or two siblings, child with three or four siblings, and child with five or more siblings. Though the responses were varied, the data showed that oldest children …
Teacher Perceptions Of The Connections Between Social And Emotional Learning And Student Success, Beth Ann Hoistad Washle
Teacher Perceptions Of The Connections Between Social And Emotional Learning And Student Success, Beth Ann Hoistad Washle
Doctor of Education Dissertations
This qualitative study was about teacher perceptions of how incorporating social and emotional learning addresses the social-emotional needs of students and relates to student success. Teacher perceptions help inform educational leaders and policy makers about the impact social and emotional learning can have on students and their success. The findings of this study led to three emerging themes. Those themes were teachers believe (a) there needs to be direct instruction in social and emotional skills; (b) social and emotional learning helps students academically by becoming self-driven, taking ownership of their learning and actions, building confidence, and persevering through challenging work; …
Pre-Service Teachers' Knowledge Of The Brain: Implications For Autonomy-Supportive And Controlling Motivational Styles, Katie Jansen
Pre-Service Teachers' Knowledge Of The Brain: Implications For Autonomy-Supportive And Controlling Motivational Styles, Katie Jansen
USF Tampa Graduate Theses and Dissertations
Neuromyths, or misconceptions about the brain and learning that are rooted in scientific fact, have been documented among educators across various subject areas and educational levels throughout the world. The endorsement of neuromyths may affect the ability of educators to support the psychological needs of their students. The present study examined neuromyth endorsement and neuroscience literacy among pre-service educators, as well as their orientations toward autonomy-supportive or controlling motivational styles. Associations between pre- service teachers’ knowledge of the brain (i.e., neuromyth endorsement and neuroscience literacy) and their motivational styles (i.e., autonomy-supportive or controlling) were also explored. Data were gathered from …
Design Thinking For The Development Of Formal Operations: A Team-Based Middle School Design Curriculum, Stephanie K. O'Dell
Design Thinking For The Development Of Formal Operations: A Team-Based Middle School Design Curriculum, Stephanie K. O'Dell
Theses and Dissertations
In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities …