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Full-Text Articles in Education

Comprehending Male And Female Levels Of Engagement In Subsets Of The National Survey Of Student Engagement: Explicating The Dynamics Of Gender Role Conflict As A Mediating Factor For Males, Jacob Glen Arndt Dec 2014

Comprehending Male And Female Levels Of Engagement In Subsets Of The National Survey Of Student Engagement: Explicating The Dynamics Of Gender Role Conflict As A Mediating Factor For Males, Jacob Glen Arndt

Dissertations

Male enrollment and graduate rates in higher education have paled in comparison to female achievement since the early 1980’s, and explanations as to the reasons behind why males are falling behind have not been fruitful in addressing these issues. One area that has received very little attention in the literature is the role that gender role conflict may play in male student performance.

The purpose of this research is to explore male and female engagement levels, while attempting to understand if levels of male gender role conflict are a mediating factor of engagement for men. This study utilized the ...


Teachers' Making Meaning Of Reduced Class Sizes: A Phenomenology, Brenda Ludy Snow Dec 2014

Teachers' Making Meaning Of Reduced Class Sizes: A Phenomenology, Brenda Ludy Snow

Dissertations

It is every teacher’s dream to have a classroom full of students who come to class each and every day highly motivated to learn. However, in all reality teachers know that this is not always the case. Researchers continue to search for reasonable alternatives to improve students’ learning. As children enter school a good start is imperative if they are to succeed in school, (Achilles & Finn, 2000). Class size reduction is a strong alternative and should be considered as part of a reasonable plan for student learning.

For this qualitative study, I examined and described the experiences of 12 teachers who participated in a reduced class size (RCS) program, each with a minimum of three years’ participation in two elementary schools in one school district located in the eastern part of the state of Michigan. Specifically, I examined how the teachers described and interpreted their lived experiences during their years in the reduced class size program. Teachers were interviewed face to face, and the data gathered were inductively analyzed as described by Foss and Waters, (2007). Through the data analysis process, I developed seven themes from the research questions: (a) organization of the classroom, (b) building trust, (c) discipline and management, (d) teacher effectiveness, (e) changes in test scores, (f) challenges and mandates, and (g) factors influencing opportunities and successes. My study affirmed some of the research and added to some research on reduced class size programs. The major findings of this study were: (a) new teachers struggle at the beginning of their careers regardless of smaller class sizes; (b) teachers constantly engaged in self reflections, which they believed made them more effective; (c) veteran teachers in the RCS program had no challenges or concerns while in the program; (d) the RCS allowed ...


Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan Jun 2014

Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan

Dissertations

The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.

This was a comparison study of teacher-to-teacher trust levels in three differing educational settings, which included (a) non-charter public, (b) charter public, and (c) parochial/private. The study used 2012-13 data captured by the survey “Chicago Public Schools: My Voice, My School” created by Bryk and Schneider (1996), and a data set collected in 2013 from the Chicago private/parochial schools using a modified version of the same instrument. Only the data for the items covered in the modified version of the survey were used for the statistical analysis of the study’s three hypotheses.

The study used three levels of regression analysis to test the hypotheses that (1) there will be a relationship between the dependent variable of teacher-to-teacher trust and the independent variables of reflective dialogue, collective responsibilities, use of assessment data, and focus on student learning; (2) there will be a difference in the same five variables between teachers in the three different ...


Problem-Based Learning (Pbl) In The College Chemistry Laboratory: Students’ Perceptions Of Pbi And Its Relationship With Attitude And Self-Efficacy Beliefs, Lloyd Madalitso P. Mataka Jun 2014

Problem-Based Learning (Pbl) In The College Chemistry Laboratory: Students’ Perceptions Of Pbi And Its Relationship With Attitude And Self-Efficacy Beliefs, Lloyd Madalitso P. Mataka

Dissertations

A convergent mixed methods research study was used to investigate whether or not students who participated in the problem based learning (PBL) environment improved their self-efficacy beliefs (SEBs) in and attitudes toward chemistry. The study also investigated the students’ views of the PBL environment. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in students’ attitudes and SEBs. The PBL Environment Inventory (PBLEI) was used to investigate students’ views of the PBL environment. Confirmatory factor analysis was used to re-validate both instruments with the study group: students in general chemistry laboratories at ...


An Evaluation Of Various Safmeds Procedures, Shawn Patrick Quigley Jun 2014

An Evaluation Of Various Safmeds Procedures, Shawn Patrick Quigley

Dissertations

Lindsley developed Say-All-Fast-Minute-Every-Day-Shuffled, or SAFMEDS, in the late 1970’s to enhance the typical use of flashcards (Graf & Auman, 2005). The acronym was developed specifically to guide the learner’s behavior when using flashcards. A review of SAFMEDS research indicates it has been utilized with children, college students and older adults with and without disabilities. The literature also indicates the SAFMEDS procedures used are not well documented or have multiple variations limiting practitioners’ ability to know what procedure to use and when. Furthermore, future SAFMEDS research is hampered by variations in the independent variable (i.e., SAFMEDS). The purpose of ...