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- Academic Achievement (1)
- African American students (1)
- Arts integration (1)
- Career decision-making (1)
- Design thinking (1)
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- Gifted; giftedness; gifted education; implicit theories; eudaimonia; social-emotional well-being; secondary education (1)
- Intrinsic Motivation (1)
- Keywords: Muslim Americans (1)
- Mathematics (1)
- Middle school (1)
- Parental Involvement (1)
- Perception (1)
- Project-based learning (1)
- Public high schools (1)
- School sense of belonging (1)
- Social cognitive career theory. (1)
- Socioeconomic status (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Investigating Relationships Between Muslim High School Students’ School Belonging And Career Decision-Making, Nour Alhiyari
Investigating Relationships Between Muslim High School Students’ School Belonging And Career Decision-Making, Nour Alhiyari
Dissertations
Muslim Americans have been subjected to systemic oppression and unjust experiences, such as discrimination, racism, hate crimes, and stereotypes, for generations in the United States. Although ample research has investigated relationships between systemic oppression in society and its impacts on marginalized students in public school environments, little research has directly investigated Muslim students' school experiences. Additionally, studies and scholarship have explored the long-term impacts of systemic oppression on marginalized groups to develop a comprehensive understanding of minority groups’ experiences in the United States. This study investigated Muslim students’ experiences in public high schools regarding their sense of belonging and other …
Activities Of The Mind And Soul: Eudaimonia, Identity, And Implicit Theories Of Giftedness In Secondary Gifted Students, Megan Roegner
Activities Of The Mind And Soul: Eudaimonia, Identity, And Implicit Theories Of Giftedness In Secondary Gifted Students, Megan Roegner
Dissertations
The purpose of this qualitative study was to explore the experience of secondary gifted students, more specifically their implicit theories of giftedness, how they incorporate giftedness into their sense of identity, and their eudaimonic development. The following four research questions guided the study: (a) What do the narratives of secondary gifted students reveal about their eudaimonic well-being? (b) What do the narratives of secondary gifted students reveal about their implicit theories of giftedness? (c) What do the narratives of secondary gifted students reveal about the extent to which giftedness is a part of their identities? (d) What are the relationships …
The Effect Of Student Perception Of Parent Involvement And Socioeconomic Status On Academic Intrinsic Motivation, Pallavi Aggarwal, Taylor Lawson Smith
The Effect Of Student Perception Of Parent Involvement And Socioeconomic Status On Academic Intrinsic Motivation, Pallavi Aggarwal, Taylor Lawson Smith
Dissertations
Many teachers struggle to help students become intrinsically motivated in their school work. Research has shown that students who are intrinsically motivated tend to have higher academic achievement than students who are not (Mendoza, 2012). There are many factors that contribute to students’ intrinsic motivation. Building on existing research, the relationship between perceived parental involvement and students’ intrinsic motivation, as well as the relationship of perceived socioeconomic status and intrinsic motivation was investigated. A mixed methods research approach was used to determine a) the relationship between perceived parent involvement and students’ intrinsic motivation, b) the relationship between perceived socioeconomic status …
Impacting African American Student Achievement In The Middle School Stem Classroom By Teaching Mathematics Through Arts Integration And Design Thinking, Robert Lippert, Tjuannia R. Seals
Impacting African American Student Achievement In The Middle School Stem Classroom By Teaching Mathematics Through Arts Integration And Design Thinking, Robert Lippert, Tjuannia R. Seals
Dissertations
Middle school is a transitional period in which many students experience content-specific teachers, travel between classrooms, and explore extracurricular activity options for the first time. Historically, African American middle school students have not fared well in Science, Technology, Engineering, and Mathematics (STEM) on standardized assessments, performing significantly below their Caucasian counterparts in mathematics and science. From the beginning of their academic careers, a lack of access to quality teachers, excessive use of direct instruction strategies, and a lack of resources in their school communities, contribute to their overall apathy towards the subject matter and factor into their underperformance. As a …