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Articles 1 - 12 of 12
Full-Text Articles in Education
Student Mistakes In Elite School Classrooms: Teacher Reflections And Reported Instructional Strategies, Maleka Donaldson
Student Mistakes In Elite School Classrooms: Teacher Reflections And Reported Instructional Strategies, Maleka Donaldson
Journal of Educational Research and Practice
This article explores how teachers respond to student mistakes in one educational setting—an elite private high school. This qualitative study is a thematic analysis of in-depth, semi-structured interviews with teachers at one such school. The results reveal that in their responses to student mistakes, the teachers work to build trust and emotional safety, give students agency throughout the learning and feedback processes, and ask probing questions that rigorously challenge their thinking. By considering teacher accounts of their instructional approaches and past experiences, the study adds a context-specific, real-world perspective on how teachers in an elite school frame student mistakes.
Community Circles In Response To Restorative Justice Research And Critique, Hannah Edber
Community Circles In Response To Restorative Justice Research And Critique, Hannah Edber
Journal of Educational Research and Practice
Zero-tolerance discipline in schools has resulted in disproportionate referrals, suspensions, and expulsions for Black students, students with disabilities, and low-income students of color. Restorative Justice (RJ) seeks to intervene in these patterns by emphasizing community interconnectedness and a discourse of harm, accountability, and repair. Although RJ has been shown to increase school connectedness and decrease suspensions and expulsions, teachers and students using RJ (as a response to discipline issues) report varying degrees of satisfaction with the framework. Frustrations can include limited time and limited depth of conversations with students who have caused harm, so that root causes of behavior are …
Attitude Toward Physics Teaching Of Science Teachers: A Revised Scale And Analysis, Fikret Korur
Attitude Toward Physics Teaching Of Science Teachers: A Revised Scale And Analysis, Fikret Korur
Journal of Educational Research and Practice
The first aim of the study was to apply the revised version of the Dimensions of Attitudes toward Science Scale, namely Dimension of Attitudes toward Physics Teaching Scale (DAPT) with a sample consisting of 207 in-service science teachers in Turkey. The second was to determine the percentage distributions of in-service science teachers’ attitudes toward physics teaching in the confirmed seven sub-dimensions. The DAPT is a valid and reliable scale to measure Turkish science teachers’ attitudes toward physics teaching. Most of the teachers acknowledge the importance of physics subjects in science lessons and believe that they have self-efficacy in teaching physics …
Teacher Instructional Practices And Student Mathematics Achievement, Michael C. Osborne
Teacher Instructional Practices And Student Mathematics Achievement, Michael C. Osborne
Journal of Educational Research and Practice
Using the nationally representative sample from the United States in the 2012 Programme for International Student Assessment (N = 7,429 students from 240 schools), I examined the relationship between teacher instructional practices and student mathematics achievement. To account for the multilevel structure of the data with students nested within schools, I used a two-level hierarchical linear model in the data analysis. Teacher instructional practices showed statistically significant effects on student mathematics achievement, even after controlling for socioeconomic status (SES) and sex at the student level and school mean SES and whether the school is public or private at the …
Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon
Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon
Journal of Sustainable Social Change
This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful …
Linkages Between Grade Point Average And Student Ratings, Robert D. Richardson, Robert L. Williams
Linkages Between Grade Point Average And Student Ratings, Robert D. Richardson, Robert L. Williams
Journal of Educational Research and Practice
In order to better understand the potential influence of high school students’ grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9–12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year …
Exam Preparation: Concerns Of London Upper Secondary School Students With Implications For Teachers And Teaching, Mark A. Minott
Exam Preparation: Concerns Of London Upper Secondary School Students With Implications For Teachers And Teaching, Mark A. Minott
Journal of Educational Research and Practice
The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, 14 Grade 12 and 13 students, ages 16–18 in a south-west London secondary school, were interviewed face-to-face. The analysis of the data revealed external factors and a personal need factor, that is the need to pass …
Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson
Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson
Journal of Educational Research and Practice
The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were …
A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb
A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb
Journal of Educational Research and Practice
Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.
Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann
Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann
Journal of Educational Research and Practice
This study examined an early college high school English teacher's instructional method of introducing poetry through Blind Date Poetry. Blind Date Poetry was created by the teacher to introduce her students to 25 poems in a 90-min class session. The study was to find if the poetry introduction engaged and motivated students to learn poetry. The collected data showed that students preferred autonomy, quick decision-making, and personal interest when being introduced to poetry. Also, the instructional method increased students’ engagement and motivation to learn about the poems they had chosen.
Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey
Using Variable Interval Reinforcement Schedules To Support Students In The Classroom: An Introduction With Illustrative Examples, David Hulac, Nicholas Benson, Matthew C. Nesmith, Sarah Wollersheim Shervey
Journal of Educational Research and Practice
When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This review helps define variable interval reinforcement schedules, uses the example of a strategy to manage thumb-sucking behavior to illustrate the implementation of these schedules, and describes potential applications in school and clinical settings.
From High School To College: Teachers And Students Assess The Impact Of An Expository Reading And Writing Course On College Readiness, Jennifer Mccormick, Anne L. Hafner, Michelle Saint-Germain
From High School To College: Teachers And Students Assess The Impact Of An Expository Reading And Writing Course On College Readiness, Jennifer Mccormick, Anne L. Hafner, Michelle Saint-Germain
Journal of Educational Research and Practice
The study aimed to examine teachers’ and students’ views on the impact of the Expository Reading and Writing Course (ERWC) on students’ college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers …