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Articles 1 - 4 of 4
Full-Text Articles in Education
Is A Flipped Classroom In A High School Geometry Class Effective?, Charles Dirks
Is A Flipped Classroom In A High School Geometry Class Effective?, Charles Dirks
Master of Education Program Theses
This action research study investigated the effects of the flipped classroom on a high school geometry class in a rural setting. Thirty-nine high school students ranging from ninth to the eleventh grade participated in the study. These students were already divided into three separate classes. Two of the geometry classes became the experimental group and received a new flipped model of teaching. The control group was one geometry class and was given the same lecture style of teaching that the teacher had used for the past three years. Students were given a pre- and post-test to determine if after receiving …
Eliciting Student Voice To Explore The Need For Culturally Responsive Teaching In Secondary Schools, Henna Lopez Rahimi
Eliciting Student Voice To Explore The Need For Culturally Responsive Teaching In Secondary Schools, Henna Lopez Rahimi
Dissertations, Masters Theses, Capstones, and Culminating Projects
The aim of this research was to elicit student voice in regard to school climate, belonging, racial identity, and culturally responsive teaching. The study focused on gleaning a greater understanding of important factors that influence the academic achievement gap in a secondary school with predominantly White students and a minority group of students of color. Current studies are limited when it comes student perspective on the effects of culturally responsive teaching, identity formation, belonging, and school climate in this specific demographic. Methodology included an anonymous online survey with 52 participants and three distinct focus groups with 13 total participants. Findings …
Funneling Versus Focusing: When Talk, Tasks, And Tools Work Together To Support Students’ Collective Sensemaking, Sara Hagenah, Carolyn Colley, Jessica Thompson
Funneling Versus Focusing: When Talk, Tasks, And Tools Work Together To Support Students’ Collective Sensemaking, Sara Hagenah, Carolyn Colley, Jessica Thompson
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Rigorous and responsive science teaching is based on supporting all students in making progress in their understanding of important science ideas over time. In this article, we explore how did classroom talk patterns of funneling and focusing support student sensemaking. We share how talk, tasks, and tools within classroom activity work together to either funnel students toward reproducing normative scientific answers or focus students on deepening their understanding about unobservable causal mechanisms of phenomena. We use classroom examples from two science lessons where students used data to describe and communicate about how and why stars change over time. By recognizing …
Interpreting Middle And High School Teacher Concerns Toward Rti Implementation, Kim E. Davis
Interpreting Middle And High School Teacher Concerns Toward Rti Implementation, Kim E. Davis
Walden Dissertations and Doctoral Studies
Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measured by the Impact Stage of the Stages of Concern Questionnaire …