- Socio-economic status in education (1)
- Classroom management (1)
- Vignettes (1)
- Problem-based learning (1)
- Equity (1)
- Elementary teacher education (1)
- Positive Behavioral Interventions and Supports (PBIS) (1)
- Teacher reflexivity (1)
- Culturally responsive pedagogy (1)
- Grouping among students (1)
- Inquiry (1)
- Reflections (1)
- School discipline (1)
- Gifted education (1)
- Moral values (1)
- Pedagogy (1)
- Auto-ethnography (1)
- Undergraduate (1)
- Underrepresented populations in school (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
The Effects Of Problem-Based Learning In Math And Science On High Potential Elementary School Students, Tracy Ford Inman
This study explored the effects of problem-based learning (PBL) on growth in both math achievement and science process skills within a sample of high potential and high ability students in grades 3 through 6, particularly students from low socio-economic (SES) backgrounds. Six elementary schools were assigned to one of three treatment groups: (a) PBL instruction in math and science in ability-grouped target classes and one-day-a-week magnet program; (b) PBL instruction in math and science in ability-grouped target classes; and (c) non-PBL instruction in math and science as a control group. Stemming from data gathered in Project GEMS (Gifted Education in ...
Undergraduate Elementary Teacher Education Program And Culturally Responsive Pedagogy, Deborah A. O'Connor
This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change ...
Giving My Heart A Voice: Reflection On Self And Others Through The Looking Glass Of Pedagogy: An Autoethnography, Vera L. Neyman
To improve students academic outcomes this auto-ethnographic dissertation examines my teaching practice in the Ukraine and in the United States, and the similarities and differences between the two educational systems. This study, designed in the form of auto-ethnographic vignettes, explores the effect of my personal and professional metamorphosis on the academic advancement of my students, and investigates the conditions that molded me into a teacher I am today. Through the reflections on the process of self-development as an individual and a teacher, I discovered that building the relationship of trust between school and family is an underlying condition for improving ...
Program Evaluation Of Universal Positive Behavioral Interventions And Supports In Kentucky, Kelly S. Davis
The current study was undertaken to examine the impact of Positive Behavioral Interventions and Supports (PBIS) implementation on schools in Kentucky. Research questions evaluated (a) whether schools in Kentucky implemented PBIS with fidelity and (b) how PBIS implementation impacted student outcomes. Results of the study indicated that elementary, middle, and high schools implemented PBIS with fidelity. Associations were noted between PBIS implementation and decreases in office discipline referrals, out-of-school suspensions, dropout rate, and student retention rate. Results suggested that the PBIS model of training and technical assistance used in Kentucky demonstrates a reliable model for schools to follow to implement ...
A Qualitative Study Of Instructional Strategies Used By Elementary General Education Teachers In Inclusive Classrooms, Kristen Peterson
It has become evident in recent years that it is not the placement in the general education classroom that makes the difference for the education of students with disabilities, but it is the instructional strategies used by general education teachers (King- Sears, 1997; Vaughn & Schumm, 1995; Zigmond, 2003; Zigmond & Baker, 1995). In the last two decades, considerable progress has been made in designing, implementing, and evaluating effective interventions for students with learning disabilities. Although the research on effective instruction is abundant, studies continue to reveal general education teachers minimally change their instruction when students with learning disabilities are present (Baker & Zigmond, 1990; McIntosh et al., 1993; Schumm et al., 1995).
This qualitative phenomenological study collected data through fifteen in-depth interviews with elementary general education teachers from across Michigan’s Upper Peninsula to better understand general education teachers’ deeper perspectives, thoughts, feelings, and beliefs about their instructional strategies.
This study found general education teachers perceive their ...
Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, And Relationship With Job Commitment And Job Satisfaction, Samuel Striker
Highly qualified teacher (HQT) has been promoted as a policy instrument to improve our public education. In this study, I investigated the quality of public school teachers by examining the distribution pattern of highly qualified teachers across school level, urbanicity, minority student population, and core academic fields. I also investigated what teacher characteristics (age, gender, ethnicity, total years of teaching, certification, bachelor's degree in mathematics and sciences vs. in other areas, teaching level) predict highly qualified teacher status after controlling for school characteristics (% of minority students, % of free and reduced-price lunch, school size, and school location). Finally, I investigated ...