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Articles 61 - 90 of 279

Full-Text Articles in Education

Mathematics Teachers’ Use Of The Culturally Relevant Cognitively Demanding Mathematics Task Framework And Rubric In The Classroom, Shelly Jones Jan 2015

Mathematics Teachers’ Use Of The Culturally Relevant Cognitively Demanding Mathematics Task Framework And Rubric In The Classroom, Shelly Jones

NERA Conference Proceedings 2015

Because of the increasing diversity in many classrooms as well as the need to make mathematics relevant for all students, it is important for teachers to implement culturally relevant pedagogy, but also challenge students by maintaining the cognitive demand of mathematics tasks. The purpose of this study is to learn best practices for designing and implementing culturally relevant cognitively demanding (CRCD) mathematics tasks and using the CRCD Mathematics Task Rubric (Matthew, L., Jones, S., & Parker, Y.A., 2013) to examine teacher-created tasks. Teachers who chose to participate in the study took a first step in becoming culturally relevant educators.

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Social Support And Community College Student Academic Persistence, Debra Zavatkay Jan 2015

Social Support And Community College Student Academic Persistence, Debra Zavatkay

NERA Conference Proceedings 2015

This study examined the relationship among community college students’ perceptions of the social support received, its importance, and their academic persistence. Specifically, it examined whether the frequency and importance of the types of support and sources of support were correlated to the students being retained. Data analysis revealed that the more social supports perceived, the more likely students would be retained, although this relationships only approached significance at the .07 level. However, there were other statistically significant findings. Furthermore, in concurrence with the literature, perceived social support was found to buffer the negative effects of stress experienced by college students.

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Exploring The Impact Of The New Ccss On Definitions Of Teacher Leadership And 1st-6th Year Teachers’ Opportunities To Develop As Leaders, Abigail Esposito, Sara Nelson, John Bengston, Andrew Didden, Patrick Mulcahy, Daniel Wilson, Alexander Valacer, Dan Seara, Colin Schlank, Justis Lopez, Andrew Dombrowski, Brian Colantonio, Tom Levine Jan 2015

Exploring The Impact Of The New Ccss On Definitions Of Teacher Leadership And 1st-6th Year Teachers’ Opportunities To Develop As Leaders, Abigail Esposito, Sara Nelson, John Bengston, Andrew Didden, Patrick Mulcahy, Daniel Wilson, Alexander Valacer, Dan Seara, Colin Schlank, Justis Lopez, Andrew Dombrowski, Brian Colantonio, Tom Levine

NERA Conference Proceedings 2015

This paper uses surveys and interviews with teachers at four secondary schools to explore whether the definition of teacher leadership is changing at all as a result of the CCSS (Common Core of State Standards), and whether CCSS is creating new opportunities and/or challenges for 1st-6thyear teachers developing as leaders. Exploratory data suggest that the CCSS is creating opportunities for 1st-6th year teachers to lead based upon some of the qualities and training they bring to their schools, but also suggests that the CCSS simultaneously creates pressures and forces which can limit 1 …

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Learning To Lead: Exploring How 1st-6th Year Teachers Develop Informal Leadership, Thomas Levine, Patrick Mulcahy, John Bengston, Andrew Didden, Abigail Esposito, Alexander Valacer, Miranda Rich, Dan Seara, Brian Colantonio, Andrew Dombrowski, Justis Lopez, Colin Schlank, Daniel Wilson Jan 2015

Learning To Lead: Exploring How 1st-6th Year Teachers Develop Informal Leadership, Thomas Levine, Patrick Mulcahy, John Bengston, Andrew Didden, Abigail Esposito, Alexander Valacer, Miranda Rich, Dan Seara, Brian Colantonio, Andrew Dombrowski, Justis Lopez, Colin Schlank, Daniel Wilson

NERA Conference Proceedings 2015

Scholars and reformers call for promoting teacher leadership to improve schools, but few address how we can promote teacher leadership among newer teachers. This paper uses extant research to identify five possible positive influences on 1st-6th year teachers developing informal leadership skills. Surveys and interviews with staff members at four secondary schools point to professional learning communities as the most promising of these possible means. Participants also identified getting involved with colleagues and with school activities as promising first steps for 1st through 6th year teachers to develop the knowledge, reputation, and skills to become …

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Responding To Trauma: Help-Seeking Behavior And Posttraumatic Growth In A College Sample, Aaron J. Burrick May 2014

Responding To Trauma: Help-Seeking Behavior And Posttraumatic Growth In A College Sample, Aaron J. Burrick

Honors Scholar Theses

Research indicates that traumatic experiences can impact college students’ mental health, academic abilities, and relationships with peers. Trauma and associated symptoms of PTSD can lower students’ well-being and increase the risk of withdrawing from the university. Research also emphasizes the importance of psychological help-seeking as a way to experience posttraumatic growth. This study examines traumatic experiences, help-seeking attitudes, barriers, and behaviors, and posttraumatic growth in a sample of 168 undergraduate college students. Results indicated an overwhelming preference for informal help-seeking resources and the importance of traumatic severity in the decision to seek help. Additionally, female participants reported greater traumatic severity …

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Middle School Student Perceptions Of Homework In Mathematics, Camille M. Thomas May 2014

Middle School Student Perceptions Of Homework In Mathematics, Camille M. Thomas

Honors Scholar Theses

Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in middle school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics to their attitudes about homework. The study involved a survey of 230 middle …

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Aspects Of The High School Music Program And Their Relationship With The College Marching Band Experience, Glen J. Ullman May 2014

Aspects Of The High School Music Program And Their Relationship With The College Marching Band Experience, Glen J. Ullman

Honors Scholar Theses

A quality musical ensemble requires the director to be attentive to the needs and abilities of its members. This study examined various aspects of students’ musical and academic preparation in relation to their current experience with music in college. With more insight about the backgrounds of college musicians, and the way those backgrounds relate to their experiences in performing ensembles, music directors will be better able to tailor instruction to the needs of their musicians. For this study, a survey was distributed to members of the University of Connecticut Marching Band about their demographics, education, past musical experiences, and current …

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Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples Apr 2014

Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples

CRME Publications

Justification is an important disciplinary and learning practice. Despite a growing knowledge base regarding how teachers orchestrate mathematical discussions, few analyses have considered the orchestration of specific disciplinary practices such as justification. Using classroom video data from the JAGUAR project, we analyze two instantiations of extensive student justification in seventh-grade classrooms and document each teacher’s pedagogical approach that supported students’ engagement in this practice. We argue that, although there was overlap in their pedagogical repertoires, the teachers created a context for student justification in two unique ways. We document the similarities and differences in their approaches, including the nature of …

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Redefining The Role Of Mental Health Services In Public High Schools:, Marissa Piccolo Jan 2014

Redefining The Role Of Mental Health Services In Public High Schools:, Marissa Piccolo

Holster Scholar Projects

No abstract provided.

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Mathematics Content Knowledge, Anxiety, And Efficacy Among Traditional And Alternative Certification Elementary School Teachers, Brian R. Evans Oct 2013

Mathematics Content Knowledge, Anxiety, And Efficacy Among Traditional And Alternative Certification Elementary School Teachers, Brian R. Evans

NERA Conference Proceedings 2013

The purpose of this study was to understand mathematical content knowledge, anxiety, and efficacy for mathematics elementary school traditional and alternative certification preservice and in-service teachers. The teachers in this study were given mathematics content examinations and mathematics anxiety and efficacy questionnaires in reform-based mathematics methods. Additionally, teachers were required to keep reflective teaching and learning journals throughout the semester. It was found that there were increases in content knowledge and efficacy, but not anxiety levels, over the course of the semester. There were no differences between traditional and alternative certification teachers in content knowledge, anxiety, and efficacy.

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Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine Oct 2013

Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine

NERA Conference Proceedings 2013

National emphasis on STEM education highlights the need to reduce mathematics anxiety and increase confidence for teaching mathematics among elementary level teachers. Most elementary school teachers are female, and are responsible for introducing foundational mathematics concepts and attitudes to developing minds. Female teachers’ higher levels of mathematics anxiety (when compared with male teachers) have detrimental effects on student learning. In this study, pre-service elementary teachers enrolled in mathematics education courses increased their confidence for teaching mathematics and reduced their mathematics anxiety. At the beginning of the course, males were more confident than were females. At the conclusion of the course, …

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Computer Lab Instruction In Elementary Schools: Time For Instructional Transformation Or Worksheet Substitution?, Julia Kara-Soteriou Oct 2013

Computer Lab Instruction In Elementary Schools: Time For Instructional Transformation Or Worksheet Substitution?, Julia Kara-Soteriou

NERA Conference Proceedings 2013

Lately, concerns are raised about the ways teachers integrate technology and about their students’ digital literacy skills. Therefore, the purpose of this study was to investigate how elementary school teachers use their scheduled computer lab time. During this observational study emphasis was placed on the integration of literacy and technology and the extent to which integration supported the development of new literacies and promoted transformation of literacy tasks. The study took place in two elementary schools and included three weeks of daily observations in each of the schools. After the observations, interviews were conducted with teachers and school/district administrators.

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The Effectiveness Of Learning Communities On Students' Knowledge Acquisition And Perceived Self-Efficacy, Andrea S. Salis Oct 2013

The Effectiveness Of Learning Communities On Students' Knowledge Acquisition And Perceived Self-Efficacy, Andrea S. Salis

NERA Conference Proceedings 2013

Previous literature has shown that the use of learning communities in higher education enhances student academic performance, social engagement and retention. Much of the literature on learning communities has focused on students attending two or more courses that may be linked by learning goals, assignments or projects. This study examines the students’ academic performance and perceived self-efficacy in the learning community – “Get Active- Be Healthy” that links a lecture-based health course with an experiential learning, physical activity course.

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Bumps In The Road: An Investigation Of Students’ Decisions Regarding Graduate School, Samantha Wendler Oct 2013

Bumps In The Road: An Investigation Of Students’ Decisions Regarding Graduate School, Samantha Wendler

NERA Conference Proceedings 2013

The value of higher education, including graduate education, has been a recent subject of debate. However, economic benefits of advanced degrees have been shown, including higher salary and lower unemployment rates. In general, the benefit of a graduate education seems to outweigh the costs. Despite these benefits, some otherwise prepared individuals choose not to attend graduate school. Others who enroll never complete their degree. We examined characteristics of these groups, including the value they place on graduate education, compared to those who still plan on attending, currently attend, or completed their degree.

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Differences And Similarities Between U.S. And Non-U.S. Citizens In Graduate School Perceptions, Experiences And Career Preparation, Fred Cline Oct 2013

Differences And Similarities Between U.S. And Non-U.S. Citizens In Graduate School Perceptions, Experiences And Career Preparation, Fred Cline

NERA Conference Proceedings 2013

International students account for a significant percentage of enrollees in graduate programs in the United States. Nearly 30% of the doctoral degrees awarded in the U.S. go to non-U.S. citizens, and about two-thirds remain in the U.S. for their career. This study compares survey results from 1,000 international and 4,200 U.S. respondents on their beliefs about the value of a graduate degree, the quality and sources of information they received about graduate school and careers, and their job satisfaction after completing their degree. Findings suggest that international students need additional support and information when considering careers related to graduate degrees.

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Many Hands Make Light Work: Collaborative Action Research On Flipped Course Design, Mary M. Taft Oct 2013

Many Hands Make Light Work: Collaborative Action Research On Flipped Course Design, Mary M. Taft

NERA Conference Proceedings 2013

This mixed-method, collaborative action research project involves graduate students and the professor working together to refine a flipped course model incorporating web-based platforms for dialog and communication. Graduate students collaborated with the professor to refine the delivery of the course through iterative cycles of action research. Collegial collaboration presents a model of empowerment and professionalism to pre-service and in-service teachers, and encourages students to use similar methodologies in preK-12 settings. Data analysis is underway. Initial results suggest that students felt empowered and engaged in critical thinking and the development of professional skills in instructional technology, collaboration, and communication.

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Graduate Student Perceptions Of Graduate School Preparation For The Workplace, Chelsea Ezzo Oct 2013

Graduate Student Perceptions Of Graduate School Preparation For The Workplace, Chelsea Ezzo

NERA Conference Proceedings 2013

Graduate degree–holders occupy critical positions in the workforce. It is imperative that these individuals possess the skills necessary to succeed in their post-graduate positions. This paper discusses a survey of 1,925 employed individuals who completed a graduate degree. Results indicate that, in addition to imparting field specific knowledge, graduate programs are equipping students to perform a wide range of nonacademic skills (e.g., teamwork) deemed valuable in the workplace. However, there are still some areas in which universities could better tailor their graduate programs to align with the responsibilities of the employment sectors that their students will enter upon graduation.

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The Effects Of English Language Arts Instruction Using Multimedia Applications On Grade Three Students’ Reading Comprehension, Attitude Toward Computers, And Attitude Toward School, Mathew Swerdloff, Karen Burke Oct 2013

The Effects Of English Language Arts Instruction Using Multimedia Applications On Grade Three Students’ Reading Comprehension, Attitude Toward Computers, And Attitude Toward School, Mathew Swerdloff, Karen Burke

NERA Conference Proceedings 2013

The purpose of this study was to investigate the effects of targeted English Language Arts instruction using multimedia applications. Reading comprehension, attitude toward computers, and attitude toward school were measured. The study examined the perceptions, of selected students, of the use of these multimedia applications. A MANOVA revealed that students who participated in the treatment group and received English Language Arts instruction using multimedia applications scored significantly higher than students in the control group. Analysis of the qualitative data revealed three themes that recurred throughout the five interviews. Qualitative and quantitative data were triangulated, and implications for researchers were discussed.

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State Exam Scores In Course Grade Calculation: Review Of Current Practice And Some Proposed Guidelines, Zachary B. Warner Oct 2013

State Exam Scores In Course Grade Calculation: Review Of Current Practice And Some Proposed Guidelines, Zachary B. Warner

NERA Conference Proceedings 2013

Many states use EOC exams as graduation requirements and some require the inclusion of student EOC exam scores in the calculation of final course grades. This practice has some advantages, including ensuring that student grades reflect state standards. Still, there are many considerations when taking a score from a standardized measure and incorporating it into a classroom grading system. This paper reviews current practice around this issue in several states and highlights the challenges faced by a state, district, or school wishing to combine EOC exam scores and course grades. Guidelines for policymakers are included and educational implications are discussed.

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Universal Design For Learning In Postsecondary Settings: One Faculty Member’S Journey Toward Making Learning Accessible For All Students, Diana J. Larocco, Deanne Anderson, Maryjo Archambault Oct 2013

Universal Design For Learning In Postsecondary Settings: One Faculty Member’S Journey Toward Making Learning Accessible For All Students, Diana J. Larocco, Deanne Anderson, Maryjo Archambault

NERA Conference Proceedings 2013

This paper presents a description of a project designed to field test a research-developed faculty development series on embedding Universal Design for Learning (CAST, 2011) into curriculum, instruction, and assessment. A description of Goodwin College, where the project was enacted, is presented. Goodwin is a four-year private not-for-profit postsecondary institution with an open admissions process and is similar in many ways to Connecticut’s community colleges. Highlights from and reflections on the journey of translating knowledge and skills gained are offered as examples of how professional development in universal design can affect faculty practice.

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Perceptions Of Graduate Deans And Graduate Students About Career Knowledge And Opportunities, Cathy Wendler Oct 2013

Perceptions Of Graduate Deans And Graduate Students About Career Knowledge And Opportunities, Cathy Wendler

NERA Conference Proceedings 2013

Little is known about what graduate students know about career options or how they gain this knowledge. In this study we examined responses of graduate deans and graduate students regarding the level of knowledge students have about career options before, during, and following graduate school.Results indicate that, in general, graduate deans believe students have limited knowledge of career options. Students report that they receive insufficient, unhelpful, and inaccurate information about possible careers. In addition, the source of career information and types of careers encouraged by faculty are somewhat different depending upon students’ gender, race/ethnicity, and field of study.

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Perceptions Of Underprivileged High Ability Students Who Bridged The Achievement Gap, Claire E. Delcourt, Marcia A. B. Delcourt Oct 2013

Perceptions Of Underprivileged High Ability Students Who Bridged The Achievement Gap, Claire E. Delcourt, Marcia A. B. Delcourt

NERA Conference Proceedings 2013

This study was an investigation of the student experience at a High School Early College (HSEC) in Manhattan, NY. Students can graduate from this school in four years with both a high school diploma and a college Associates degree. The perspectives of students who attended a preparatory Early College Academy (ECA) prior to applying to the HSEC and those who were admitted to this HSEC who did not attend the ECA were examined. The HSEC model is effective in helping students succeed in this accelerated learning environment by incorporating support at all stages of the HSEC experience and at the …

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The Influence Of Gear Up On Academic Achievement And College Enrollment For Low Ses Learners, Dr. Demetrick Williams Oct 2013

The Influence Of Gear Up On Academic Achievement And College Enrollment For Low Ses Learners, Dr. Demetrick Williams

NERA Conference Proceedings 2013

The purpose of this quantitative correlation study was to examine the association between participation in the GEAR UP program with academic achievement and college enrollment for low SES students. The non-experimental design for this quantitative correlation study assessed associations between participation in the GEAR UP program, academic achievement, and college enrollment for low SES students in New Jersey. Archival data was retrieved from NCES and NCCEP on the GEAR UP program and analyzed for the results. The results showed that there is a significant relationship between participation in GEAR UP and college entrance for low SES students, and there is …

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Validation Of The Secondary School Admission Test (Ssat) Using Gpa, Psat, And Sat Scores, Meghan L. Kiley, Robert K. Gable Oct 2013

Validation Of The Secondary School Admission Test (Ssat) Using Gpa, Psat, And Sat Scores, Meghan L. Kiley, Robert K. Gable

NERA Conference Proceedings 2013

Independent schools use Secondary School Admission Test scores in grade 9 admissions decisions. Six validity research questions examined the relationship of SSAT scores to end of grade 9 GPA, grade 11 PSAT scores, and grade 12 SAT scores. Correlations and multiple regression were used. Strong support was found for the validity of SSAT scores (p

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Parental Education Level Predicts Differences Between High And Low Performing States, Stuart E. Smith, Carla M. Narrett Oct 2013

Parental Education Level Predicts Differences Between High And Low Performing States, Stuart E. Smith, Carla M. Narrett

NERA Conference Proceedings 2013

This study examined the correlation between the percentage of college graduate parents of eight-grade students and NAEP reading and math scores for fifty states for 2003, 2005, 2007, 2009, and 2011. For reading, the five correlations were .74, .74, .74, .72, and .77. For math, the five correlations were .74, .70, .70, .74, and .72. Similar analyses were conducted with large city (TUDA) districts. The evidence of the past eight years supports the conclusion that the state NAEP Reading and Math scores change very little year to year. Thus, state rankings have changed very little over the past eight years. …

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Literacy Initiatives In Guatemala And Educational Fairness, Miriam Pepper-Sanello, Adrienne Andi Sosin Oct 2013

Literacy Initiatives In Guatemala And Educational Fairness, Miriam Pepper-Sanello, Adrienne Andi Sosin

NERA Conference Proceedings 2013

The Consejo de Lectura de Guatemala, an affiliate council of the International Reading Association composed of literacy teachers and teacher-educators in Guatemala and the USA, is improving the lives of Guatemalan students and families through educational professional development. Observations conducted of Guatemalan literacy instruction demonstrate apparent gains in effectiveness and sustainability attributable to the Guatemalan Literacy Project and its companion initiatives in over twenty-plus years of continuous activity. Implications address the potential of the Consejo de Lectura to support literacy teaching and learning in Guatemala, and for this multi-faceted educational model to inform educators and policy makers in the …

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The Relationship Between Self-Efficacy And Persistence In Adult Remedial Education, Carol Holmquist, Robert K. Gable, Felice D. Billups Oct 2013

The Relationship Between Self-Efficacy And Persistence In Adult Remedial Education, Carol Holmquist, Robert K. Gable, Felice D. Billups

NERA Conference Proceedings 2013

Persistence in remediation as preparation for higher education continues at less than 50%. Self-efficacy may be a barrier to successful academic preparation. This study at a non-profit adult education site examined a relationship between general self-efficacy and academic self-efficacy and persistence. The survey data (N=75) indicated there was no significant correlation between the demographic characteristics and general self-efficacy, academic confidence, motivation, or persistence, but there was a significant correlation between general self-efficacy and academic confidence (r=.56, r2=.32, p

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Perceptions Of Elementary Pre-Service Teachers’ Confidence To Teach Mathematics, Nithya N. Iyer, Jen-Ting Wang Oct 2013

Perceptions Of Elementary Pre-Service Teachers’ Confidence To Teach Mathematics, Nithya N. Iyer, Jen-Ting Wang

NERA Conference Proceedings 2013

In this study, we examine the perceptions of pre-service teachers’ confidence to teach mathematics. Previous studies have focused on the relationship between mathematics anxiety and teacher efficacy, mathematics anxiety and content knowledge, or teacher efficacy and content knowledge. In order for educational researchers to understand the dynamics of teaching mathematics with confidence, we examine the relationships among all three constructs: mathematics anxiety, teacher efficacy, and content knowledge. Two well-known instruments, Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the short version of Mathematics Anxiety Rating Scale (MARS-S), were completed by 117 elementary pre-service teachers at a state college. Along with these …

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Inquiry-Based Instruction: Cultivating Analytical Habits Of Mind, Kimberly A. Laliberte Oct 2013

Inquiry-Based Instruction: Cultivating Analytical Habits Of Mind, Kimberly A. Laliberte

NERA Conference Proceedings 2013

Global competitiveness challenges regarding 21st century workforce skills in STEM-based careers have increased. Strategic interventions for the K-12 educational system are imperative for post-secondary opportunities. This mixed method sequential explanatory, quantitatively dominant study will survey N=300 teachers from urban, suburban and rural RI schools to assess frequency and level of inquiry related to Webb’s depth of knowledge and teacher inquiry self-efficacy. Descriptive and inferential statistics t-test and ANOVA) will be used to analyze the survey responses and teacher demographic data. Three follow-up focus groups will illuminate teacher self-efficacy regarding inquiry. Findings will be of interest to varied …

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Effects Of Implementing School-Wide Positive Behavioral Intervention And Supports In An Alternative School Setting, Erica Evans, Robert K. Gable Oct 2013

Effects Of Implementing School-Wide Positive Behavioral Intervention And Supports In An Alternative School Setting, Erica Evans, Robert K. Gable

NERA Conference Proceedings 2013

One correctional alternative to punitive consequences is School Wide Positive Behavioral Intervention and Supports. The program’s effects on behavior, achievement, and social behavior of students in a juvenile corrections facility were examined. There was a significant difference in the number of problem behavioral referrals between the pre (n = 130, M = 4.28) and post periods (n = 98, M = 3.23, p =.05, d=.27, small effect size). Themes from a focus group of school personnel (N=6): an improvement of classroom management skills by teachers, inconsistent application of positive behavioral supports, and a lack of administration support for the program.

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