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Articles 1 - 7 of 7
Full-Text Articles in Education
Exploring The Role Of Social Reasoning And Self-Efficacy In The Mathematics Problem-Solving Performance Of Lower- And Higher-Income Children, Allison G. Butler
Exploring The Role Of Social Reasoning And Self-Efficacy In The Mathematics Problem-Solving Performance Of Lower- And Higher-Income Children, Allison G. Butler
Journal of Educational Research and Practice
Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children’s accuracy and self-efficacy, and (3) the relation between children’s mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. …
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
Journal of Educational Research and Practice
Beliefs about teaching mathematics and urban students’ ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers’ beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction.
Social And Emotional Learning Competencies And Cross-Thematic Curriculum Related Skills Of Greek Students: A Multifactorial And Triangulation Analysis., Olympia Tsolou, Vasileios Margaritis
Social And Emotional Learning Competencies And Cross-Thematic Curriculum Related Skills Of Greek Students: A Multifactorial And Triangulation Analysis., Olympia Tsolou, Vasileios Margaritis
Journal of Educational Research and Practice
The cross-thematic curriculum (CTC) for school education has recently been implemented so that the quality of the Greek educational system is improved. This study aimed at assessing social and emotional learning competencies and CTC-related skills of 541 Greek students aged 11–13. Data triangulation was also used for validating these findings, having 145 school teachers reporting their perceptions on students' skills. Both students and teachers reported moderate scores of all students' skills. Multivariate analysis revealed that gender remained a significant predictor for high scores of all students' skills, and that the higher the grade level of the students, the lower the …
Situated Identities, Competing Cultural Models: Discourse Analysis Of Policy Makers' Views On Teaching, Donna Gee, Mellinee Lesley, Marian K. Matthews
Situated Identities, Competing Cultural Models: Discourse Analysis Of Policy Makers' Views On Teaching, Donna Gee, Mellinee Lesley, Marian K. Matthews
Journal of Educational Research and Practice
Because policymakers have a direct impact on schools, teachers, and therefore students, this study examined the discourse of policymakers in relation to their views on “quality” teaching. Findings from the study conclude the cultural models and discourses widely varied among policymakers. Their views were based on an idiosyncratic approach to teaching and learning. A fragmented understanding of quality teaching from policymakers as a whole emerged.
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 …
Cyberbullying In Higher Education, Maria A. Minor, Gina S. Smith, Henry Brashen
Cyberbullying In Higher Education, Maria A. Minor, Gina S. Smith, Henry Brashen
Journal of Educational Research and Practice
Bullying has extended beyond the schoolyard into online forums in the form of cyberbullying. Cyberbullying is a growing concern due to the effect on its victims. Current studies focus on grades K–12; however, cyberbullying has entered the world of higher education. The focus of this study was to identify the existence of cyberbullying in higher education, reveal the existence of students bullying instructors, and determine its impact. Three hundred forty-six online instructors from the undergraduate, graduate, and doctoral programs at the school of management at a large online university were surveyed. Of the respondents, 33.8% said they had been cyberbullied …
Assessing The Developmental Instruction Model: An Exploratory Study Of Classroom “Fit” Using Environmental Types, Daniel W. Salter
Assessing The Developmental Instruction Model: An Exploratory Study Of Classroom “Fit” Using Environmental Types, Daniel W. Salter
Journal of Educational Research and Practice
To support the instructional process, Knefelkamp advanced the developmental instruction model (DIM) to describe the aspects of academic environments that facilitate the epistemological development of college students, consistent with the Perry scheme. No related measurement tool has been developed for the DIM, which may account for the lack of research on it. Because the four DIM constructs (experiential, diversity, personalization, and structure) seemed consistent with the four dimensions found in environmental type theory (extraversion–introversion, sensing–intuition, thinking–feeling, and judging–perception), its related measure, the Salter Environmental Type Assessment, was used. The assertion that advanced learners begin to recognize these four dimensions was …