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Articles 1 - 7 of 7
Full-Text Articles in Education
Investigating Whether The Flipped Classroom Instructional Approach In Conjunction With Gender, Satisfy Students’ Basic Psychological Needs And Influence Their Chemistry Achievements In High School, Jordan Salhoobi
Theses and Dissertations
The current study aims to investigate whether the instructional approach (flipped or traditional) and gender (male or female) influence students’ sense of autonomy, relatedness, and competence, or influence their achievements in high school chemistry. Merrill’s First Principles of Instruction theory was used to design the flipped classroom (FC) implemented in this study as recommended by Lo, Lie, and Hew in 2018. The theoretical framework for the study is the self-determination theory (SDT) which posits that satisfaction of individuals’ psychological needs for autonomy, competence, and relatedness, enhance their intrinsic motivation and performance (Deci & Ryan, 2002). Ninety participating students who enrolled …
The Virtual Teaching Experience With Google Classroom During Covid-19: A Phenomenological Study, Morlena Titanya Robinson
The Virtual Teaching Experience With Google Classroom During Covid-19: A Phenomenological Study, Morlena Titanya Robinson
Theses and Dissertations
Technology has been the highlight of the 21st century, and its rapid advancement has undeniably changed the world we live in today. The field has been saturated by digital applications (apps) such as Facetime, WhatsApp, GroupMe, and a plethora of educational apps such as Math Series, The Elements, and History Tools. Additional apps have magnified in popularity since the world moved to virtual learning during the COVID-19 pandemic which devastated the global economy and shut down in person education systems around the globe. Google Classroom from G-Suite for Education was immediately embraced to facilitate the educational process allowing students and …
Teacher Guilt: How Can It Inform Instruction In Foundational Skills In Reading, Terrie Leann Noland
Teacher Guilt: How Can It Inform Instruction In Foundational Skills In Reading, Terrie Leann Noland
Theses and Dissertations
The purpose of this study was to understand if K-2 novice educators with three or fewer years of experience have the requisite knowledge and self-efficacy to teach foundational skills in reading and how experienced educators have guilt related to what they wish they would have known about teaching the foundational skills of reading in their beginning years as an educator. The comparison of novice educators with experienced educators could impact future pre-service preparation for novice educators. This study was framed within social cognitive theory related to teacher self-efficacy (Bandura, 1977) and feelings associated with guilt (Hargreaves, 1991). This study used …
The Role Of Teacher Education Programs In Fostering Pre-Service Teachers’ Self-Efficacy In Mathematics, Christina Ann Miller
The Role Of Teacher Education Programs In Fostering Pre-Service Teachers’ Self-Efficacy In Mathematics, Christina Ann Miller
Theses and Dissertations
The purpose of this study is: (1) To examine the perceptions of preservice teachers in teacher education programs in relationship to self-efficacy with the focus on mathematics, (2) Compare student’s self-efficacy based upon the year in college, (3) Compare student’s self-efficacy based upon their concentration, and (4) Compare student’s self-efficacy based upon the program they are enrolled in. With the Common Core State Standards in Mathematics (CCSSM) being introduced and implemented in 2010, many preservice teachers currently enrolled in college courses would not have been exposed to said standards while students in elementary school. Therefore, with their first introduction to …
Preparing Preservice Teachers To Facilitate Courageous Conversations: A Case Study Of Social Studies Teacher Educators' Perceptions And Practices, Ariel N. Henry
Theses and Dissertations
Scholars and associations committed to powerful social studies education have long advocated for students to explore controversial issues so they grow into informed, ethical, and participating citizens. Yet, teachers avoid undertaking this work due to a lack of training, confidence, or experience in facilitating courageous conversations about tough issues. Teachers may fear facing complaints and retribution. They may worry about how to defuse classroom tensions and manage strong emotions. While scholarship on teaching controversy has primarily focused on preservice and in-service teachers’ views and experiences, research examining teacher educators’ perceptions and practices has been limited. The purpose of this qualitative …
Neuro-Compostion: Developing The Creative Brain In The Classroom, Tara D. Scarola
Neuro-Compostion: Developing The Creative Brain In The Classroom, Tara D. Scarola
Theses and Dissertations
This dissertation raises the question of how educators can incorporate research about the human mind to foster and support student growth throughout writing processes. In understanding how our minds process, interpret, and generate writing, valuable insights can be learned about the process of composing. Valuing the varying perspectives students possess and the types of texts with which students engage aid in developing not only what Paul Joy Guilford calls “divergent thinking,” but also a sense of empowerment and ownership over the writing process. In disrupting what Robert Thatcher calls “the phase-lock mode” and guiding students through reworking the writing process …
Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar
Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar
Theses and Dissertations
This problem solution narrative inquiry explored how expectancy-value theory impacts teachers’ decisions during dialogic discussions. This paper delved into challenging moments teachers faced during dialogic discussion implementation. The purpose was to use this data to better inform the development of teacher-centered and more supportive professional learning opportunities. Participants from two parochial schools were invited to be interviewed about their dialogic discussion experiences. Data was coded using constant-comparative coding and was then restoried within problem solution narrative framework. The narratives were then coded for themes of expectancy, value, and self-efficacy. This study was intended to impact professional development to guide teachers …