Education Commons^™

The Shared Experiences Of Educators In Grades 7–12 Who Implement Lessons In Social–Emotional Learning Curriculum, Heathre C. Palige

Doctor of Education Program Dissertations

Social–emotional learning (SEL) is used in public school classrooms throughout the United States. The problem that this researcher addressed in this study was that minimal understanding exists of the lived experiences of teachers who implement SEL in Colorado public schools in Grades 7–12. The purpose of this qualitative phenomenological study was to explore and to provide a clearer understanding of the lived experiences of six educators who implement SEL in Grades 7–12 in Colorado public schools. The study fills a gap in literature in understanding the experiences of teachers who use SEL in middle and high school. The literature review …

Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The transition into high school presents new challenges for adolescents and performance in ninth grade is highly predictive of success throughout the remainder of high school. However, focus on teacher performance has great promise for increasing student engagement in the classroom and raising student achievement. Unfortunately, many of these practices typically are not implemented within classrooms where students are at highest risk for failure. Two studies were implemented to examine the effect of simple performance feedback strategies as a means of increasing teachers’ provision of opportunities for student responses and positive feedback during instruction. Results showed no effect in teacher …

The High School In The Middle Of Everywhere: Nebraska’S Lincoln High, Edmund T. Hamann, Janet M. Eckerson, Mark Larson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In 2002, world-renowned author Mary Pipher published a book about her home city, Lincoln Nebraska, playfully titled “The Middle of Everywhere” a tongue-in-cheek rejoinder to the idea that Nebraska is ‘the middle of nowhere.’ But word play aside, her title was empirically apt, as her volume documented how immigration and refugee resettlement were demographically transforming Nebraska’s capital city. As in other cities, resettlement was concentrated in some areas of Lincoln, placing differential burdens on different parts of the community’s institutional infrastructure. Of interest to readers of this volume, Lincoln’s refugees and immigrants were concentrated in the city’s oldest high school. …

Assessing Asian American And Pacific Islander (Aapi) Teachers’ Workplace Wellness, Fiona Tang, Karen Park, Susan Macdermott, Deja Anderson

Fall 2022 Virtual OTD Capstone Symposium

Teachers have many instructional, behavioral and classroom management, and administrative responsibilities (Cormier et al., 2021; Hilger et al., 2021; Roeser et al., 2022). There is limited research on occupational therapy's role in teacher wellness. This study aimed to assess the challenges and barriers that Asian American and Pacific Islander (AAPI) teachers face, the causes of burnout, and the impact of the COVID-19 pandemic on AAPI teachers' wellness. This study used a mixed methods research design, including an online survey and semi-structured interviews, focused on the challenges, barriers, strengths, and needs that AAPI teachers face in public, middle, and high schools …

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

Finding Motivation And Connectedness For Learning With Special Education Students Qualifying Under Emotional Disturbance, Nikole Denton

Education | Master's Theses

The purpose of this research seeks to understand the conditions for motivation among disengaged high school students in special education who qualify under emotional disturbance (ED) and support them in rediscovering their desire for learning while also determining how educators can be supportive in cultivating academic engagement and agency. The theoretical framework looks toward co-created curriculum through an understanding of intrinsic motivation (Ryan et al., 2021), self-Determination theory (Niemiec & Ryan, 2009), and critical pedagogy (Shih, 2018). Currently, there is a lack of empirical research on the effectiveness of pedagogical approaches in determining what works in engaging special education students …

The Journey To Improving Student Connectedness: Exploring Teacher Self-Efficacy, Use, And Perceptions Of Culturally Sustaining Pedagogy, Christopher F. Cipriano

Doctor of Education in Educational Leadership (Ed.D.)

This Dissertation in Practice investigated to what extent professional learning impacted teacher perceptions, instruction, and self-efficacy of Culturally Sustaining Pedagogy (CSP) at a Catholic high school. The dissertation followed an Improvement Science framework to address a specific problem of practice: a lack of universal student connectedness at the high school level. As students begin ninth grade, the connectedness to school many experienced on the elementary level often wanes, with academic, social, and emotional impacts. To build connectedness, the researcher selected a specific change idea focused upon CSP. The intervention consisted of two professional development (PD) sessions and several opportunities for …

Evidence-Based Reading Interventions For Middle And High School Teachers, Brittany Evans, Beverly Hart, Mashonda Surratt

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Welcome to Evidence-Based Reading Practices. This module is designed to help middle and high school teachers intervene with struggling readers in their regular education classrooms. This module will take you approximately three hours to complete. During that time, you will learn what to do when students are missing the necessary foundational skills to become skilled readers.

View professional learning module.

Education And The Gender Spectrum: Addressing Gender Identity Needs In The High School Environment, Donna Eason

Doctor of Education Dissertations

This phenomenological study explored the experiences of teachers and administrators in addressing the needs of transgender and nonbinary students. Because most current research focuses mostly on the experiences of students, this study specifically investigated the beliefs, behaviors, challenges, and successes of educators. By analyzing the data provided by the participants, teachers and administrators could be made aware of how best to create and maintain inclusive school environments. The qualitative methodology included interviews with teachers and administrators from a charter school and a private school and focused on their thoughts, feelings, and actions regarding interactions with students who identify as transgender …

Transforming Educators' Social Emotional Learning (Sel): A Mixed-Methods Study Exploring The Impact Of A Trauma-Informed Sel Intervention To Mitigate Educator Implicit Bias, Kemen Holley

Doctor of Education in Educational Leadership (Ed.D.)

While research has indicated that social emotional learning (SEL) approaches promote essential, long-lasting individual and collective development for students, the literature indicates a lack of evidence that educators are implementing SEL approaches to affirm the assets, lived experiences, and identities of students, particularly those belonging to minoritized groups. This Improvement Science Dissertation in Practice (ISDiP) employed a mixed-methods pragmatic, researchintervention process model that utilized a community-based action research approach to evaluate a trauma-informed SEL professional learning (PL) intervention as a viable practice to mitigate high school educators’ implicit biases. Through an anti-racist, anti-oppression framework, this study sought to determine the …

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Charlene A. Reid, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

Middle And High School Experiences That Lead First-Generation College Students To Select A Stem Major, James A. Byrum

Theses and Dissertations

Careers in science, technology, engineering, and mathematics (STEM) fields are increasing but the number of qualified individuals to fill these positions are not meeting the demand. One way to increase the number of qualified STEM employees is to garner the interest of students from underrepresented groups in the STEM fields. One of these underrepresented groups are first generation college students (FGCS). Understanding what experiences led FGCS to pursue a degree in a STEM field may help attract more students to STEM and help meet the demand of filling future STEM jobs.

In this study, FGCS in the Opportunity Scholars Program …

To Read Or Not To Read: Navigating Young Adult Literature In The Classroom In The Age Of Trigger Warnings And Banned Books, Ashley Sell

Honors Projects

Most public school libraries or English classrooms celebrate Banned Books Week during the school year, featuring dozens of Young Adult novels that have been challenged or banned in public schools across the country. However, books aimed towards young readers are typically not optimized for educational use in the classroom. In this project, I will explore the benefits of using Young Adult literature in the classroom, while also investigating the obstacles that one might face in order to do so, i.e. censorship, sensitive subject matter. I also want to summarize and respond to an argument for the retainment of classic literature …

Bridging Barriers In Inclusive Classrooms: Avenues For Communication Between General Education Teachers And Families, Nicole M. Wack

Education Doctorate Dissertations

Family-teacher communications have proven beneficial for the academic, social and behavioral success of students at all levels. Research studies have specifically examined this dynamic as it relates to general education teachers and general education families, teachers and families at the primary level, and special education teachers and special education families. However, there is minimal research regarding communication strategies between families of students with disabilities (FSWDs) and general education teachers of inclusive classrooms (GETINs) at the high school level. In order to address this gap in the literature, this action research study investigated the following research questions: 1) To what extent …

Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams

Michigan Reading Journal

This article describes the role of student-centered, problem-based instruction, and it offers practical tips and resources for secondary English Language Arts educators in using effective problem frames for units of instruction.

Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt

Michigan Reading Journal

This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.

Understanding How Experienced World History Teachers In Minnesota Choose Course Content: A Mixed Methods Study, Kathleen Ferrero

All Graduate Theses, Dissertations, and Other Capstone Projects

Education in the United States has consistently utilized tests as well as a relatively standard curriculum to educate the youth. However, the introduction of the No Child Left Behind Act and the subsequent implementation of the Common Core State Standards Initiative, has created an educational environment focused largely on math and literacy skills. This mixed methods study discovered the primary factors experienced world history teachers in Minnesota utilize to balance historical thinking skills and the inclusion of current events against national and statewide curricular standards. Five experienced teachers were interviewed, and their responses coded using qualitative methods. These themes informed …

Factors Impacting Students’ Perceptions Of Mathematics, Amber Souza

Honors Program Theses and Projects

I want to be able to present math in a positive light to all of my future students, regardless of race, gender, and math background. However, for teachers as a whole to be able to take this important step, they must first develop a deeper understanding of why math is a sore spot for many students.

High School Athletic Administration’S Policies And Rights To Sanction Student-Athlete’S Social Media Use, Eric S. Peterson

Leadership Education Capstones

This qualitative survey investigated how much authority high school athletic directors have when monitoring student-athletes’ social media accounts while also determining whether athletic directors believe it is necessary to implement social media policies for student-athletes. An in-depth literature review supports evidence of the legality of athletic code of conducts based on previous court cases and a theoretical framework. Twenty-five athletic directors from the state of North Dakota participated in the study via an online survey. The study obtained basic demographics and determined how the administrators have implemented current social media policies, along with understand their views on policies for student-athletes’ …

Identifying The Academic And Emotional Risk And Resource Factors Of Underrepresented Students In Accelerated Coursework, Jasmine L. Gray

USF Tampa Graduate Theses and Dissertations

There are many benefits of student participation in accelerated curricula in high school such as the International Baccalaureate Diploma Program (IBD) or Advanced Placement (AP) coursework. Benefits include skipping introductory coursework in college, being better prepared to deal with the stressors of college, and positive impacts on peer relationships, self-image, and the development of the concept of success (The International Baccalaureate Organization [IBO], 2019). However, the extent to which all students, regardless of demographic background, are able to participate in and benefit from such programs is a little less known. Previous research indicates that the IBD tends to enroll high-achieving …

The Relationship Between The Next Generation Content Area Reading Professional Development Program On The Effectiveness Of Teaching Literacy Strategies In High School Biology Classes, Tia Pridgen Brown

Dissertations

The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and …

Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of the current study is to explore the espoused beliefs and enacted practices of secondary English Language Arts teachers with regards to writing instruction and how these beliefs correlate with teacher self-efficacy beliefs. The study worked to build upon the literature mainly in the fields of mathematics and science in order to explore what the perceived and enacted beliefs are and how they affect the self-efficacy belief of teachers within the field of writing instruction in the high school classroom. The study used a collective case study design in order to better understand what espoused and enacted pedagogical …

High School Math And Language Arts Teachers’ Experience Meeting The Mental Health Needs Of Anxious Students In High-Poverty, Rural Schools: A Qualitative Phenomenological Study, Cory W. Strasser

All Graduate Theses, Dissertations, and Other Capstone Projects

Mental health, and specifically anxiety, is a growing problem significantly impacting the well-being of adolescents in the United States. Thirteen percent of adolescent’s experience anxiety-related disorders annually (Hill, Waite & Creswell, 2016; Peterson, 2018). School districts are critical settings in which to provide the prevention and intervention of anxiety (DeKruyf, Auger & Trice-Black, 2013; Domitrovich, Durlak, Staley & Weissberg, 2017; Lendrum, Humphrey, & Wigelsworth, 2013; Warner et al., 2016). Using transcendental phenomenology, this study drew on the lived experiences of math and language arts teachers to show their perceptions of their role with students experiencing anxiety along with their background …

The Pedagogical Impact Of Secondary Science Teacher Efficacy On Blended Learning Implementation: A Phenomenological Study, Allison Willemin

CUP Ed.D. Dissertations

As new pedagogical approaches, such as blended learning, are implemented in classrooms, it is important to properly prepare the teachers to ensure fidelity of implementation. The descriptive phenomenological study examined the influence of secondary science teacher efficacy on overcoming obstacles and sustaining the Blended Learning pedagogical approach at a high school in the southern United States. Using purposeful sampling based on specific criteria nine teachers were selected to participate in the study. Through two interviews and a focus group, the researcher collected data based on the participants’ shared experience of implementing the flipped classroom instructional model. The data was themed …

Investigating The Effects Of Motivational Interviewing Compared To Action Planning On Supporting The Emotional And Academic Success Of Ninth Grade Students In Advanced Placement Classes, Kai Zhuang Shum

USF Tampa Graduate Theses and Dissertations

High school students in accelerated curricula (i.e., Advanced Placement classes or pre-International Baccalaureate program) tend to report higher level of perceived stress compared to general education students due to additional academic demands that stemmed from accelerated courses (Suldo & Shaunessy-Dedrick, 2013). However, this group of students often receives limited if any targeted supports in schools because they tend to perform well academically (Suldo, O'Brennan, Storey, & Shaunessy-Dedrick, 2018). To address this gap in literature, this study investigated the efficacy of a targeted intervention in development to support academic and emotional success among students in accelerated curricula, namely the Motivation, Assessment, …

The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De

FDLA Journal

Stimulating girls’ interest in science, technology, engineering and mathematics (STEM) when they are in school, and sustaining that interest, is critical in motivating girls to choose STEM-related disciplines in higher education and enter STEM careers. Research indicates that girls show an interest in STEM until about 11-12 years of age, but this starts to wane by the time they are 15-16 years. Thus, there is a clear need to focus on sustaining the interest of girls in STEM at middle or high school levels. Research has shown that one of the main drivers that impact girls’ interest in STEM is …

The Use Of Diverse Young Adult Literature In High School Classrooms, Lauren Mohler

Scholar Week 2016 - present

Although young adult literature (abbreviated YAL) is increasing in popularity, its benefits in the classroom are lacking in research, particularly in large-scale studies featuring both qualitative and quantitative data. Furthermore, as our world continues to become more diverse, students can not only connect with characters like themselves but also learn to appreciate others from diverse backgrounds through reading YAL texts, which are proven to increase students’ engagement with texts. To better analyze if young adult literature is being used in secondary English Language Arts classrooms and how frequently the various facets of diversity are being considered when choosing texts for …

Interview Of Richard Kestler, F.S.C., M.A., Richard Kestler Fsc, Alexandria Moraschi

All Oral Histories

Brother Richard Kestler, FSC. was born John Kestler on January 8, 1942 to John and Alice Kestler. He grew up in the Oxford Circle section of Philadelphia, Pennsylvania. Brother Richard attended elementary school at his parish of St. Martin of Tours and went on to La Salle College High School, graduating in 1960. By this time, he made the decision to join the Christian Brothers and began this process for about a year before attending La Salle College. He graduated in 1965 with a Bachelor’s in Mathematics and gained a Master’s in Theology soon after. Brother Richard also has Master’s …

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …

Standardizing Facilitator Development For Exploring Computer Science Professional Development, Steven Mcgee, John Wachen, Lucia Dettori, Don Yanek, Faythe Brannon, Andrew M. Rasmussen, Dale F. Reed, Ronald I. Greenberg

Computer Science: Faculty Publications and Other Works

A key strategy for broadening CS participation

in the Chicago Public Schools (CPS) has been the enactment

of a high school CS graduation requirement. The Exploring

Computer Science (ECS) curriculum and professional development

(PD) program serve as a core foundation for supporting

enactment of this policy. The CAFE´CS researcher-practitioner

partnership provides support for ECS implementation in CPS.

An important part of the sustainability of the ECS PD model in

CPS is the development of local workshop facilitators. Potential

facilitators have generally been selected based on the CAFE´CS

team’s personal familiarity with active ECS teachers. Once

selected, teachers engage in a …