Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Self-efficacy (2)
- Bug-in-Ear (1)
- Classroom Management (1)
- Confidence (1)
- Cornell note-taking system (1)
-
- Correlation statistics (1)
- Data (1)
- Eight h graders (1)
- Emotional and Behavioral Disorders (1)
- English (1)
- Enjoyment (1)
- Evidence-Based Practices (1)
- High school (1)
- Individualized Clinical Coaching (1)
- Jigsaw (1)
- Middle school (1)
- Mixed-methods study (1)
- Note-taking (1)
- Novice Science Educators (1)
- Pedagogy (1)
- Poetry (1)
- Reading poetry (1)
- Social studies (1)
- Student engagement (1)
- Teacher Preparation (1)
- Teaching (1)
- “I Notice” method (1)
- “Noticing Poetry” (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
Effects Of Providing Individualized Clinical Coaching With Bug-In-Ear Technology To Novice Educators Of Students With Emotional And Behavioral Disorders In Inclusive Secondary Science Classrooms, Dennis P. Garland Ph. D., Lisa A. Dieker Ph.D.
Effects Of Providing Individualized Clinical Coaching With Bug-In-Ear Technology To Novice Educators Of Students With Emotional And Behavioral Disorders In Inclusive Secondary Science Classrooms, Dennis P. Garland Ph. D., Lisa A. Dieker Ph.D.
Journal of Inquiry and Action in Education
Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms, yet also present behaviors making them least likely to be included. In this study, three novice middle school science teachers received individualized clinical coaching (ICC) with bug-in-ear (BIE) technology to increase their use of three-term contingency (TTC) trials among students who had EBD in inclusive science classrooms. Researchers used a multiple probe across participants single case design (Gast, 2010) to examine the percentage of the teachers’ completed TTC trials for managing student behaviors, the rate of correct student responses among …
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Journal of Inquiry and Action in Education
A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …