Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Appalachia (1)
- Assessment Leadership (1)
- Assessment Literacy (1)
- Behavior specific praise (1)
- Classroom Assessment Practices (1)
-
- Collective Efficacy (1)
- Communities of Practice (1)
- Cosmopolitanism (1)
- Creative Communities (1)
- Delphi Method (1)
- Disability (1)
- E-mail performance feedback (1)
- Elaboration Model (1)
- Four Spatial & Mathematical Domains (1)
- Global Competence (1)
- Homecoming (1)
- Identity (1)
- Independent living (1)
- Instructional Coaching (1)
- Intellectual disability (1)
- Iraq and Afghanistan Wars (1)
- Life skills (1)
- Literacy (1)
- Lunar Phases Concept Inventory (1)
- Military Veterans (1)
- Moderate (1)
- Moon Phases (1)
- Poverty (1)
- Praise statements (1)
- Professional Development (1)
- Publication
-
- Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (3)
- Theses and Dissertations--Education Sciences (3)
- Theses and Dissertations--Educational Policy Studies and Evaluation (1)
- Theses and Dissertations--English (1)
- Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
Instructional Coaching And Its Effects On Middle School Mathematics Teachers’ Perceptions Of Coaching And Content Knowledge: A Mixed Methods Study, Jamie-Marie Miller
Instructional Coaching And Its Effects On Middle School Mathematics Teachers’ Perceptions Of Coaching And Content Knowledge: A Mixed Methods Study, Jamie-Marie Miller
Theses and Dissertations--Education Sciences
Instructional coaching has been a professional learning opportunity that many school districts have employed to support teacher practice. Pairing instructional coaching with on-going workshops is a relatively new approach to professional development. Participants for this study include fourteen middle school teachers that teach either mathematics or collaborate with special needs students. This study examines the effect that pairing instructional coaching with on-going workshops (with a primary focus on proportional reasoning) has on participants’ content knowledge and their perceptions of coaching. Drawing on Wenger’s community of practice theory and post-modern theory of power, this study employs mixed-methods design. Pre- and post-tests …
A Theory Of Veteran Identity, Travis L. Martin
A Theory Of Veteran Identity, Travis L. Martin
Theses and Dissertations--English
More than 2.6 million troops have deployed in support of the wars in Iraq and Afghanistan. Still, surveys reveal that more than half feel “disconnected” from their civilian counterparts, and this feeling persists despite ongoing efforts, in the academy and elsewhere, to help returning veterans overcome physical and mental wounds, seek an education, and find meaningful ways to contribute to society after taking off the uniform. This dissertation argues that Iraq and Afghanistan War veterans struggle with reassimilation because they lack healthy, complete models of veteran identity to draw upon in their postwar lives, a problem they’re working through collectively …
Toward Assessment Leadership: Study Of Assessment Practices Among School And Classroom Leaders, Carrie Elizabeth Eubank Morris
Toward Assessment Leadership: Study Of Assessment Practices Among School And Classroom Leaders, Carrie Elizabeth Eubank Morris
Theses and Dissertations--Education Sciences
Traditionally, models of instructional leadership espouse data-informed decision making in response to student assessment outcomes as one of the core school leader behaviors. In recent years, rising expectations from accountability policies and related assessment practices have myriad implications for school districts, specifically in the areas of standards-driven reform, student assessment systems, and professional development models. As a result, demands on schools to collect and use student assessment data to inform curricular and instructional decisions has expanded. While principals are typically held responsible for school improvement efforts, more contemporary models of instructional leadership incorporate teachers as classroom-based leaders of assessment practices …
Effects Of Electronic Feedback On Increasing Positive Interactions Among Pre-School Teachers And Their Students, Kathryn Gorton
Effects Of Electronic Feedback On Increasing Positive Interactions Among Pre-School Teachers And Their Students, Kathryn Gorton
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to examine the effects of e-mail specific performance feedback (ESPF) on increasing the quantity and quality of pre-school teacher behavior specific praise (BSP) using a multiple probe design across 4 general education pre-school classrooms which included students with and without disabilities. Researchers also wanted to examine the effects of the teacher’s BSP on student’s task engagement during class activities. Results indicated a functional relation between ESPF and increasing the quantity and quality of BSP statements. Results also indicated that increased quantity and quality of BSP statements increased average task engagement across all student participants.
Using Student Characteristics, Student Spatial-Content Knowledge, And Teacher Spatial-Content Knowledge To Predict Student Spatial-Content Knowledge Of Lunar Phases, Kyle A. Curry
Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education
Student demographic characteristics of gender and race/ethnicity, students’ spatial-content knowledge as measured by pre-instructional performance on the Lunar Phases Concept Inventory (LPCI) (Lindell & Olsen), and post-instructional performance on the Purdue Visualization of Rotations Test (PSVT) (Bodner & Guay, 1997), and teachers’ spatial-content knowledge as measured by the two assessments were considered to predict students’ overall understanding of lunar phases as measured by post-instructional results on the LPCI. A mixed modeling approach was used in a hierarchal manner to evaluate the student learning outcomes. Results showed that student gender was not a significant predictor of post-instructional student performance, but students …
Global Competence Survey Development, Kathryn Brantley Todd
Global Competence Survey Development, Kathryn Brantley Todd
Theses and Dissertations--Education Sciences
The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), …
The Exploration Of Teacher Efficacy And Influences Of Context At Two Rural Appalachian High Schools, Justin Aaron Blevins
The Exploration Of Teacher Efficacy And Influences Of Context At Two Rural Appalachian High Schools, Justin Aaron Blevins
Theses and Dissertations--Educational Policy Studies and Evaluation
This study examines teachers’ sense of personal and collective efficacy in two similar schools in Appalachian communities that achieved different results regarding students’ accountability test scores. Prior work in teacher efficacy, which is predominantly quantitative, is extended by the addition of teacher interviews that explore how teachers define the problems they face regarding student performance and how they work individually and collectively on strategies to support students’ success. The findings support that teachers with higher levels of efficacy in their work are associated with higher levels of student success. Further, the study offers insights into how teachers perceive problems and …
Special Education Teachers, Literacy, And Students With Moderate And Severe Intellectual Disability: A Survey, Ann Katherine Griffen
Special Education Teachers, Literacy, And Students With Moderate And Severe Intellectual Disability: A Survey, Ann Katherine Griffen
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In …
The Effects Of Video Activity Schedules On Life Skills For Individuals With Mild Intellectual Disability, Kaylee A. Ortiz
The Effects Of Video Activity Schedules On Life Skills For Individuals With Mild Intellectual Disability, Kaylee A. Ortiz
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of VidAS in each setting. One …