Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Teacher education (2)
- Analytics (1)
- Course Analytics (1)
- Dual Processing (1)
- Early childhood (1)
-
- Educational Technology (1)
- Experiential and logical processing (1)
- High school science education (1)
- Higher Education (1)
- Inclusion (1)
- Learning Analytics (1)
- Learning Management System (1)
- Mathematics education (1)
- Nature of Science (1)
- Peer support (1)
- Pivotal response training (1)
- Probability (1)
- Professional development (1)
- Social skills (1)
- Statistics education (1)
- Type 1 and Type 2 thinking (1)
- Video modeling (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
A Study Of Strengthening Secondary Mathematics Teachers’ Knowledge Of Statistics And Probability Via Professional Development, Lina Devaul
UNLV Theses, Dissertations, Professional Papers, and Capstones
A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers’ content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants’ content knowledge change and self-efficacy change were measured. After PSPD, three participants were selected to represent three types of change. Teachers’ classroom instructions were video-taped and analyzed to explore the enactment of PSPD components, such as activities and concepts. Interviews were conducted to assess factors that facilitated teachers’ change and the enactment of PSPD components. Preservice teachers who majored in …
The Nature And Extent Of Instructors’ Use Of Learning Analytics In Higher Education To Inform Teaching And Learning, Janet L. King
The Nature And Extent Of Instructors’ Use Of Learning Analytics In Higher Education To Inform Teaching And Learning, Janet L. King
UNLV Theses, Dissertations, Professional Papers, and Capstones
The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational data, and the analyses of statistics and patterns. Learning analytics have documented, quantified and graphically displayed students’ interactions, engagement, and performance to gain a more complex understanding of teaching and learning. Researchers and scholars have hailed learning analytics as one of the future game-changers in higher education. This study addressed important questions. How have instructors at institutions of higher learning explored learning analytics to reflect upon their teaching practice—specifically, curriculum, pedagogy, student learning and outcomes? What …
A Comparison Of The Effects Of Video Modeling Other And Peer-Implemented Pivotal Response Training To Video Modeling Other On Positive Social Interactions Of Young Children With Developmental Disabilities, Maryssa Kucskar
UNLV Theses, Dissertations, Professional Papers, and Capstones
Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school day. Providing opportunities for positive social interactions, engagement, and play within a classroom setting allows children to make friendships, engage in higher levels of play, participate with peers in multiple social contexts, and lead to overall school success.
The purpose of this study was to answer two research questions. The first question …
Examining The Affordances Of Dual Cognitive Processing To Explain The Development Of High School Students’ Nature Of Science Views, Luke Jackson
UNLV Theses, Dissertations, Professional Papers, and Capstones
This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students’ nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the experiential process (Type 1) and the logical process (Type 2) influence the development of students’ NOS views? (2) If there is an influence on students’ NOS views, then what is the nature of relationship between the experiential process (Type 1) and the development of NOS …