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Full-Text Articles in Education
Seeking Equitable Educational Opportunities For English Language Learners In Elementary Schools, Wenjuan Mo
Seeking Equitable Educational Opportunities For English Language Learners In Elementary Schools, Wenjuan Mo
Graduate Student Scholarship
I propose that providing equitable educational opportunities for students is to build up their identities and maximize their potential. Therefore, this research aims to explore the effectiveness and various implications of incorporating students’ identities and subject learning abilities while providing equitable education for ELLs within the learning community. In order to achieve this, I plan to launch a summer reading program at an elementary school in Monongalia County, West Virginia (WV). This qualitative research study is expected to be carried out among 15 students, three to four instructors, five to six volunteer parents, and one school coordinator. An experimental pattern …
Responsive Teaching And The Instructional Reasoning Of Expert Elementary Mathematics Teachers, Denise Lindstrom, Sarah Selmer
Responsive Teaching And The Instructional Reasoning Of Expert Elementary Mathematics Teachers, Denise Lindstrom, Sarah Selmer
Faculty & Staff Scholarship
This study examines instructional reasoning in an approximation of practice that simulates a teacher sitting down after class to examine students’ written work. The participants were prompted to attend to, interpret, and decide how to respond to student thinking contained in a piece of written work. Our purpose was to capture the additional cognitive work that teachers engage in. Using qualitative content analysis, we identified the most frequent types of instructional reasoning used by expert teachers just prior to engaging in a responsive deciding action about how to respond. We used the results of our analysis to present three illustrative …
The Roles Of Set Size And Nonexample Type On Concept Formation, Catherine L. Williams, Claire C. St. Peter, Madeleine J. Murphy
The Roles Of Set Size And Nonexample Type On Concept Formation, Catherine L. Williams, Claire C. St. Peter, Madeleine J. Murphy
Graduate Student Scholarship
Concept formation is demonstrated when a learner responds when new examples are presented (i.e., generalization) but not when new nonexamples are presented (i.e., discrimination). Gradually increasing the number of examples and nonexamples taught together (i.e., set-size expansion) promotes concept formation with nonhumans. Although set size impacts speed of acquisition with humans, concept formation has not been evaluated. Therefore, the primary purpose of the current study was to compare acquisition and concept formation during two procedures: set-size expansion and single set-size. College students were taught two biological concepts, one using set-size expansion and the other with the full …