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Full-Text Articles in Education
Exploring Long-Term Impacts Of Self-Regulated Learning Interventions In K-12 Contexts: A Systematic Review, Erin Cousins, Linda Bol, Tian Luo
Exploring Long-Term Impacts Of Self-Regulated Learning Interventions In K-12 Contexts: A Systematic Review, Erin Cousins, Linda Bol, Tian Luo
Educational Foundations & Leadership Faculty Publications
While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better …
Trust Issues: A Case Study Of The Relationship Between Trust And Reform Implementation, Courtney R. Wilson
Trust Issues: A Case Study Of The Relationship Between Trust And Reform Implementation, Courtney R. Wilson
Educational Foundations & Leadership Theses & Dissertations
Reform creation and implementation tends to focus on the mechanics needed to ensure intended outcomes are achieved. School relationships are affected by the tension caused by reform implementation. Research suggests trust among teachers and between teachers and their administrator affects the way teachers make sense of, implement, and use new reform efforts. Given the demands reforms place on schools, trust has the potential to impact and encourage the implementation of reform and the maintenance of relationships. A qualitative case study method was used to decipher the impact trust plays in the implementation of reform. The concept of trust is used …
Property, Wealth, Race, And Power: An Introduction To Critical Resource Theory, Andrew Whitfield
Property, Wealth, Race, And Power: An Introduction To Critical Resource Theory, Andrew Whitfield
Educational Foundations & Leadership Theses & Dissertations
School funding inequality is an issue that has plagued America and the Commonwealth of Virginia for years (Owings & Kaplan, 2020). Understanding the role that funding plays in education is one that is of extreme importance today This study explored the relationship between income inequality and how education is funded. This study follows a quantitative study approach using correlational methods. This study takes multiple facets from Critcal Theory, Critical Race Theory, and Resource Dependency Theory to introduce a new theory, Critical Resource Theory The results indicated there is a practically significant relationship between income inequality and education funding. These findings …
The Association Of The National Assessment Of Educational Progress Scores And Variance In State Education Requirements, Patrick M. Doyle
The Association Of The National Assessment Of Educational Progress Scores And Variance In State Education Requirements, Patrick M. Doyle
Educational Foundations & Leadership Theses & Dissertations
Since the 10th Amendment to the United States Constitution, states have the function to set policy that varies drastically from state to state. This study examines the relationship of state fiscal effort and per pupil expenditure and graduation rates over a 10-year period. Furthermore, this study will look at the relationship between NAEP scores, compulsory attendance, graduation rates, course credit requirements, and hours of instruction. Research is necessary to show a relationship between the varying policies set forth by each state. This research will help policy makers, school leaders, and school localities to assess their own states’ policies and outcomes …
Physical Education Teachers' Attitudes Towards Teaching Zumba To Children With Disabilities, Evelina C. Brandon
Physical Education Teachers' Attitudes Towards Teaching Zumba To Children With Disabilities, Evelina C. Brandon
Human Movement Sciences Theses & Dissertations
The purpose of this study was to examine the attitudes of physical education teachers toward teaching Zumba to children with disabilities during physical education classes. Sixty-two physical education (PE) teachers (Mean Age = 42.13, 15 males, 47 females) participated in this cross-sectional survey design study. The survey data was analyzed using Pearson correlation methods, independent t tests, and the Cronbach’s coefficient technique to measure correlation, variance between participants, and the reliability and validity of the survey. Findings indicated that physical education teachers believed that teaching students Zumba in PE class would be beneficial and effective for students with disabilities. This …
Positive Communication Across The Lifespan: Early Childhood Aces To Vias, Adam Pyecha
Positive Communication Across The Lifespan: Early Childhood Aces To Vias, Adam Pyecha
College of Arts and Letters Posters
Felitti et al., (1985; 1998) developed Adverse Childhood Experiences test (ACEs), after researching adults suffering from obesity and addictive overeating. Positive correlations were linked with traumatic childhood experiences, such as severe physical, sexual and mental abuse with those participants struggling with obesity. ACEs is widely accepted in the field of psychology, proving individuals with higher ACEs scores indicate higher probability for mental illness and high risk deviant like substance abuse and felony crime. Identifying students with high ACEs before entering grade school may give educators and institutions the ability positively alter character and behavior outcomes of these victimized children. Nicholson, …
Enacting A Culture Of Access In Our Conference Spaces, Adam Hubrig, Ruth Osorio, Neil Simpkins, Leslie R. Anglesey, Ellen Cecil-Lemkin, Margaret Fink, Janine Butler, Tonya Stremlau, Stephanie L. Kerschbaum, Brenda Jo Brueggemann, Anonymous, Cody A. Jackson, Christina V. Cedillo
Enacting A Culture Of Access In Our Conference Spaces, Adam Hubrig, Ruth Osorio, Neil Simpkins, Leslie R. Anglesey, Ellen Cecil-Lemkin, Margaret Fink, Janine Butler, Tonya Stremlau, Stephanie L. Kerschbaum, Brenda Jo Brueggemann, Anonymous, Cody A. Jackson, Christina V. Cedillo
Women's & Gender Studies Faculty Publications
The article offers information on periodical's rhetoric and writing studies conference held in September 2020. Topics discussed include prioritizing access in the service of love, justice, connection and liberation; proposing expansive frameworks for access in designing accessible writing classrooms and professional events; and major principles of definition of access, which reflect access's complexity and liberatory potential such as dynamic, relational and intersectional.
Applying Technology To Improve Student Learning Outcomes In Dynamics Course, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao
Applying Technology To Improve Student Learning Outcomes In Dynamics Course, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao
Engineering Technology Faculty Publications
Motivating and stimulating students to learn material in required core engineering courses is difficult and yet essential in assuring student success. Traditional methods of teaching and learning need to be reconsidered and modified to meet student expectations and their continuously evolving ways of interaction with technology and social networks. Numerous faculty have been experimenting with various approaches which are taking advantages of both technology and student interaction with technology, with various degrees of success. In this paper authors present another comprehensive method applied in teaching/learning of core engineering mechanics course. It has been observed over a long period of time …
"We Are Still In Apartheid:" Girls' Perspectives On Education Inequality In Democratic South Africa And Models For Social Change, Rebekah Lindsey Joyce
"We Are Still In Apartheid:" Girls' Perspectives On Education Inequality In Democratic South Africa And Models For Social Change, Rebekah Lindsey Joyce
Institute for the Humanities Theses
Centering on the perceptions of black South African girl learners from impoverished township communities provides a new informed lived knowledge regarding social and educational inequality in the nation’s post-apartheid era. Perspectives from intersectional feminist theory and Black Feminist Thought offer an appropriate and unique approach to analyze the multiple socio-economic inequalities these girl learners face every day. By gathering original narrative data from a group of girls, their teachers, and the principal of Fezeka Secondary School in Gugulethu, South Africa, the intersections of inequality these girls face will be illuminated as critical factors to consider for policy and program aid …