Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Literacy Instruction In Three Preschool Programs: A Multiple Case Study, Cherrie Lovejoy
Literacy Instruction In Three Preschool Programs: A Multiple Case Study, Cherrie Lovejoy
Walden Dissertations and Doctoral Studies
Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in …
Confidence-Based Assessment In Moodle: Insights From Teachers, Administrators, And Programmers, Timothy P. Florian
Confidence-Based Assessment In Moodle: Insights From Teachers, Administrators, And Programmers, Timothy P. Florian
Walden Dissertations and Doctoral Studies
Critical thinking is a skill that school systems are trying to develop in their student populations. Numerous studies have been conducted on developing critical thinking skills such as self-regulation, interpretation, and analysis. However, available data on the use of learning management systems (LMS) as a means to develop critical-thinking skills have been opaque. This study examined the perceptions of local stakeholders and the impact of confidence-based assessment (CBA) on secondary students at one high school. The conceptual framework guiding the study represented a synthesis of theoretical perspectives on critical thinking and its development with the current research on the pedagogical …
A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash
A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash
Walden Dissertations and Doctoral Studies
The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators …