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Articles 1 - 14 of 14
Full-Text Articles in Education
Sweating The Small Stuff: Exploring Consequence Assignments And Academic Outcomes In A No-Excuses Charter Network, John G. Stevens
Sweating The Small Stuff: Exploring Consequence Assignments And Academic Outcomes In A No-Excuses Charter Network, John G. Stevens
Theses and Dissertations
Schools utilize a range of consequences to maintain order and safety. Some employ zero-tolerance policies accompanied by exclusionary tactics like suspension (Martinez, 2009; Muschert et al., 2014). Suspensions are criticized for their disproportionate assignment to students who are Black, male, assigned an IEP, and receiving lunch assistance (Cholewa et al., 2018; Skiba et al., 2002), as well as their deleterious associations with academic achievement (Chu & Ready, 2018; Morris & Perry, 2014; Noltemeyer et al., 2015). Charter schools espousing a no-excuses philosophy often adopt a “Sweat-the-Small-Stuff” (STSS) approach focused on correcting minor (mis)behaviors to prevent more egregious ones (Whitman, 2008). …
The Impact Of Social Emotional Learning And Trauma Informed Care On Teacher Well-Being And Capacity In The Classroom., Kathleen Kelley Michalowski
The Impact Of Social Emotional Learning And Trauma Informed Care On Teacher Well-Being And Capacity In The Classroom., Kathleen Kelley Michalowski
Theses and Dissertations
Educators and students have encountered significant challenges, including illness and loss within their families due to events such as the COVID-19 pandemic. Traumatic events, like disasters, can greatly disrupt a community's functioning, resulting in widespread losses that surpass the community's ability to cope. Trauma-informed care (TIC) acknowledges that individuals are likely to have a history of trauma and aims to respond appropriately to minimize the likelihood of further trauma. By implementing trauma-sensitive routines and promoting social-emotional learning (SEL) for both students and educators, we can offer them more opportunities for success and emotional growth. It's important to recognize that educators' …
Impact Of Interruption: Literacy Instruction During The Covid-19 Pandemic, Johanna Christine Groene
Impact Of Interruption: Literacy Instruction During The Covid-19 Pandemic, Johanna Christine Groene
Theses and Dissertations
The COVID-19 pandemic significantly disrupted traditional education, necessitating a rapid shift to online and hybrid teaching models. This study initially aimed to investigate the impact of these changes on elementary literacy instruction. However, the findings predominantly reflect the broader experiences of teachers adapting their methodologies for remote learning during the pandemic. Grounded in the sociocultural theories of Vygotsky and Gee, this study how the shift to digital platforms influenced teaching practices, including literacy.The research employs a qualitative design, utilizing semi-structured interviews with ten elementary educators from various public and charter schools across the United States. These educators provided in-depth insights …
Bridging The Gap Between Neuroscience And Education: What Are Teachers’ Perceptions Of Applying “Neuropedagogy” To High School Classrooms?, Hanan Rashwan
Theses and Dissertations
Teachers can use neurobiological explanations to evaluate students' behavior and performance and create more supportive learning settings in their school environment. There is a growing interest among educators regarding the potential benefits of incorporating neuroscience into teaching practices. However, there is a lack of comprehensive understanding of how to effectively integrate cognitive neuroscience into teacher education programs to maximize its impact on student learning and teacher development. This study focuses on understanding teachers' views on the integration of neuroscience principles in educational settings by utilizing a questionnaire and interviews to gather data from participating teachers. The findings reveal that the …
Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa
Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa
Theses and Dissertations
Technological integration has been a dominant feature of Egypt’s education recently, especially after the announcement of the Education 2.0 initiative, which aims to transform Egypt's education to digital-based and skill-based learning (UNICEF, n.d.), Ever since, public schools in Egypt started adopting technology into teaching practices through online classes, digital textbooks, e-learning platforms, and digital examinations. This educational transformation requires teachers and students to possess the knowledge, skills, attitudes, and values to become effective and responsible users of the transforming digital education system and the digital world in general, which are collectively known as Digital Intelligence (DQ). Despite the substantial role …
From Crisis To Aftermath: The Role Of Nursing Professional Development Educators During The Covid-19 Pandemic: A Realist Case Study, Kimberly Kanner
From Crisis To Aftermath: The Role Of Nursing Professional Development Educators During The Covid-19 Pandemic: A Realist Case Study, Kimberly Kanner
Theses and Dissertations
The purpose of this qualitative, realistic inquiry case study was to examine and understand the experiences of NPD educators as they assisted new graduate nurses transitioning into clinical nursing practice during the COVID-19 pandemic in acute care hospitals in the state of New York. Moreover, this research study sought to understand how the COVID-19 pandemic brought about changes to the NPD educator's role and their ability to assist new graduate nurses transitioning into clinical practice post-pandemic. The sample included NPD educators from acute care hospitals in the state of New York. Data collection included semi-structured interviews and document collection. The …
Exploring The Influence Of Boundary Objects On The Relationships Between Elementary Preservice Teachers And Cooperating Teachers, Erin O'Halloran
Exploring The Influence Of Boundary Objects On The Relationships Between Elementary Preservice Teachers And Cooperating Teachers, Erin O'Halloran
Theses and Dissertations
The present bounded case study explored preservice teachers’ experiences using a boundary object in the form of a mathematics course assignment during a pre-student teaching clinical experience. The study focused on preservice teachers’ perceptions of how utilizing a boundary object influenced the dynamics of their hierarchical relationships with their cooperating teachers, their approaches to teaching mathematics while at their placement, and their abilities to negotiate between their teacher education programs and clinical experiences. The research questions asked: How, if at all, can a mathematics course assignment from a teacher education program serve as an effective boundary object to (1) impact …
Transformative Learning And Identity In A Re-Entry Job Skills Program, Edward Raymond Janairo
Transformative Learning And Identity In A Re-Entry Job Skills Program, Edward Raymond Janairo
Theses and Dissertations
This study investigated the nature of transformative learning experiences as qualitative shifts in identity by employing a basic interpretative qualitative methodology using data from semi-structured interviews with eight participants in a re-entry job skills program, that is, with participants in a program that was designed to aid them with their re-entry into society. This study explored the nature of these learning experiences through the transformative learning theoretical framework articulated by Illeris (2014). The findings supported Illeris’ conceptualization of transformation and contributed to the explication of key concepts in his theory including regressive transformative learning, and identity as situated in three …
Forest Schools, Ecofeminism, The Gender Binary, And Androcentrism, Jana Elizabeth Schwai
Forest Schools, Ecofeminism, The Gender Binary, And Androcentrism, Jana Elizabeth Schwai
Theses and Dissertations
Gender in forest schools is a topic that should be at the forefront of discussion when creating a forest school, its pedagogy, curriculum, and principles. Gender is a large part of who we are as humans and having teachers aware of its complexities, presentation, and presence in the forest school setting is imperative. This study consists of interviews and focus group data collected at a midwest United States public forest preschool and an eastern United States private forest preschool. The teachers at these schools were cisgender, as were the students ages three through five who were observed. This paper analyzes …
Critical Mindfulness In The Secondary English Language Arts Classroom, Alanna Harris
Critical Mindfulness In The Secondary English Language Arts Classroom, Alanna Harris
Theses and Dissertations
This qualitative dissertation examines teachers’ perceptions of integrating mindfulness practices in secondary English Language Arts (ELA) classrooms, emphasizing urban schools with a significant number of Black and Brown students. The study addresses the gap in existing research examining if mindfulness is aligned with culturally-based pedagogies to support Black and Brown students effectively. The central research question is: What frameworks do ELA teachers use to deliver mindfulness within the curriculum and pedagogy to support Black and Brown students in urban secondary settings? Using a phenomenological intuitive inquiry research design, this research analyzed interviews of seven secondary ELA teachers across five cycles …
Self-Assessment As A Learning Tool In Efl Writing Classrooms: Perceptions Of Egyptian Teachers And Adult Learners, Hazim Abdelaziz
Self-Assessment As A Learning Tool In Efl Writing Classrooms: Perceptions Of Egyptian Teachers And Adult Learners, Hazim Abdelaziz
Theses and Dissertations
The principal aim of this study is to examine the perceptions of adult Egyptian EFL learners and Egyptian EFL teachers on the use of self-assessment as an assessment-for-learning tool in adult EFL courses offered at a private language institution in Cairo, Egypt. It is centered around three main areas of investigation pertaining to the perceptions of adult Egyptian EFL learners and Egyptian EFL teachers on the usefulness of self-assessment, the challenges they face when using self-assessment in adult EFL writing classes, and the affordances that should be given to both groups to ensure the successful application of self-assessment in EFL …
Motivation, Learning, And The Workplace: A Study Of Community College Student Affairs Professionals And Continued Professional Learning, Joseph M. Ginese
Motivation, Learning, And The Workplace: A Study Of Community College Student Affairs Professionals And Continued Professional Learning, Joseph M. Ginese
Theses and Dissertations
Continued professional learning is a consistent focus of attention for the field of student affairs within higher education. Yet, very little research has been conducted on the factors that influence the motivation of student affairs professionals to pursue continued professional learning, especially professionals within community colleges. This study utilized a quantitative research design to examine the physical and psychological factors of the work environment that can influence a community college student affairs professional’s motivation to pursue continued professional learning. Through the theoretical lens of Lewin’s Field Theory and Eccles’ Expectancy-Value Theory, I designed a 58-item survey (N = 41) …
Exploring The Experiences Of Refugee Youth In Public Schools: An Ethical Phenomenological Inquiry, Hilary T. Stim
Exploring The Experiences Of Refugee Youth In Public Schools: An Ethical Phenomenological Inquiry, Hilary T. Stim
Theses and Dissertations
The study outlined in this dissertation focuses on the intersection between refugee youth between the ages of 13-18 and the United States public school, specifically the manner in which refugee youth experience institutionalized education. It utilizes ethical phenomenology as a means to amplify the voices of refugee students and to centralize the students' experiences, thoughts, and ideas related to education The study was framed by one research question that is addressed to the participants: “What is it like being a student in a public school?” Seven students took part in the study. Collaborative dialogues took place with the participants across …
Exploring The Experiences Of Faculty Learning To Teach Online: A Case Study, Peyton P. Burgess Jr
Exploring The Experiences Of Faculty Learning To Teach Online: A Case Study, Peyton P. Burgess Jr
Theses and Dissertations
Through an examination of literature, interviews and focus groups with participants of a faculty development program on online teaching and learning at a large Public Mid-Atlantic Urban University (PMUU), this research aimed to uncover the elements of a faculty development course or other impacts that contributed to the success or hindrance of faculty in their online course delivery. This qualitative study aimed to foster collaborative relationships with participants and resulted in data that might inform the development of faculty and their online courses in similarly situated contexts.