Education Commons^™

Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a …

The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.

Interpersonal Neurobiology: Applications For The Counseling Profession, Raissa Miller

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Counselors are increasingly interested in how neuroscience research applies to the counseling profession. Evidence of that interest includes a growing number of session offerings on topics related to neuroscience at counseling conferences, publication of new “neuroscience for counselors” textbooks and the availability of this monthly column in Counseling Today.

Does Adlerian Theory Stand The Test Of Time: Examining Individual Psychology From A Neuroscience Perspective, Raissa Miller, Dalena Dillman Taylor

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The authors explored foundational principles of Individual Psychology through a neuroscience lens. In particular, the authors identified neuroscience support for the principles of social embeddedness, purposefulness of behavior, and holism. The authors also offered suggestions for expanding Adlerian theory through the integration of neuroscience-informed developmental theory, conceptualization of functionality, and interventions.

What About Writing?: A National Study Of Writing Instruction In Teacher Preparation Programs, Sherry Dismuke, Susan Martin

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This study explores how writing instruction is taught to pre-service teachers across the US. Despite growing writing demands in K-12 classrooms, our national survey of literacy teacher educators revealed that colleges and universities rarely offer stand-alone writing instruction courses. Instead instructors are responsible for embedding writing instruction into their reading courses. Equally concerning, our data revealed a lack of confidence among many teacher educators regarding teaching writing. This study highlights the need for greater attention to writing in teacher education and adds to the conversation of why these issues continue to plague higher education.

The Relationship Between High-School Mathematics Teachers' Beliefs And Their Practices In Regards To Intellectual Quality, Jonathan L. Brendefur, Michelle B. Carney

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This study examines the relationship between mathematics teachers’ beliefs and instructional practices related to learning, pedagogy, and mathematics in regards to components of intellectual quality for eight high-school mathematics teachers. Research has demonstrated that the higher the degree of intellectual quality for instruction is rated the higher student achievement is on standardized assessments. The findings in this study demonstrate a consistent pattern between teachers espoused beliefs and their instructional practices. Even though teachers’ practices changed as they wrote curricular units to be more in line with intellectual quality characteristics, their beliefs stayed consistent over an 18 month period and were …

Comparing The Effect Of Two Internship Structures On Supervision Experience And Learning, Robin D. Winslow, Meghan Eliason, Keith W. Thiede

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This study examined whether two different internship structures affected educational leadership students’ supervision experience, beliefs about supervision, and learning of a clinical supervision model. Some students supervised pre-service teachers placed at their schools, while others supervised in-service teachers employed at their schools (a more traditional internship). Students who supervised pre-service teachers reported using the various supervision components to a greater extent than did students who supervised in-service teachers. Although beliefs about the importance of different supervision components did not differ across groups, learning of the clinical supervision model was greater for students who supervised pre-service teachers than for those who …

The Role Of Family Interactions In Hiv Risk For Gay And Bisexual Male Youth: A Pilot Study, Michael C. Lasala, Carl F. Siebert, James P. Fedor, Elyse J. Revere

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Despite ongoing prevention efforts, young gay and bisexual males continue to engage in sexual behaviors that place them at disproportionately high risk for HIV infection. Parental monitoring and parent-child communication have been found to be associated with low-risk sexual behavior among heterosexual youth, but the role of family interactions for gay and bisexual male youth remains largely unexplored. To help address this gap, an exploratory study of recorded and coded interactions among 35 gay and bisexual youth and their parents was done to begin to identify which types of family interactions were associated with youth high-risk sexual behavior. Parent-son communication …

Five Key Ideas To Teach Fractions And Decimals With Understanding, Sam Strother, Jonathan L. Brendefur, Keith Thiede, Sarah Appleton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The teaching of fractions and decimals is a significant challenge for many teachers due to the inherent difficulty of the topic for students as well as the lack of high-quality, modernized curricular materials. This article examines the key ideas of teaching fractions and decimals for understanding that are evident in the current research literature and the curricular materials and teaching strategies from high-achieving nations.

Rigor And Responsiveness In Classroom Activity, Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley, Mark Windschitl

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Background/Context: There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom.

Focus of Study: What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) and …

Exploring And Examining Quantitative Measures, Jonathan D. Bostic, Erin Krupa, Michele Carney, Jeff Shih

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The purpose of this working group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals and groups with an interest in synthesizing the literature on large-scale tools used to measure student- and teacher-related outcomes. While syntheses of measures for use in mathematics education can be found in the literature, few can be described as a comprehensive analysis. The working group session will focus on (1) defining terms identified as critical (e.g., large-scale, quantitative, and validity evidence) for bounding the focus …

Students' Reasoning Around The Functional Relationship, Michele Carney, Angela Crawford

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Proportional reasoning is related to flexible use of the scalar and functional relationships that exist in proportional situations. More specifically, in regard to the functional relationship, students’ understanding of the multiplicative comparison that exists between two quantities in a ratio is a key concept. We conducted student interviews with 12 high performing students to examine their conception of the functional relationship. Analyses provided initial evidence that the majority of students did not conceive of the multiplicative comparison when solving problems designed to press the functional relationship, indicating students’ written work that makes use of the functional relationship should not imply …

Binge-Eating Disorder: A Primer For Professional Counselors, Raissa M. Miller, Jaime D. Mcmanus

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Binge-Eating Disorder (BED) is a primary diagnosis listed in the Feeding and Eating Disorders chapter of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5; American Psychiatric Association [APA], 2013). Although BED is considered one of the most common eating disorders, symptoms often go unrecognized and untreated (Striegel-Moore et al. 2010). In this article, BED criteria are reviewed and guidelines for assessment, diagnosis, and treatment are offered. A case study is also provided to illustrate the application of BED utilizing best practices.