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Articles 1 - 4 of 4
Full-Text Articles in Education
The Influence Of A Flipped Classroom On Student Achievement, Homework Completion, And Student Perceptions In A High School Algebra 2 Class, Chelsae Arnold
The Influence Of A Flipped Classroom On Student Achievement, Homework Completion, And Student Perceptions In A High School Algebra 2 Class, Chelsae Arnold
M.S.Ed. in Educational Leadership Research Projects
The current study investigated the use of technology, specifically flipped classroom practices, in a high school math classroom. This study took place in a rural Maine high school to discover what effects the flipped classroom would have on student achievement, student self-efficacy, and homework completion in an Algebra 2 course. The participants were 43 students, from 8th to 12th grader, in 5 Algebra 2 courses. The researcher compared performance on classroom assessments in both conditions and found no statistical significance on performance. The majority of participants reported no change in self efficacy following the flipped classroom, and the researcher observed …
Day Treatment’S Impacts On Office Disciplinary Referrals And Attendance, Marian Harrison
Day Treatment’S Impacts On Office Disciplinary Referrals And Attendance, Marian Harrison
M.S.Ed. in Educational Leadership Research Projects
This mixed methods study explored the effects of implementing a day treatment program on attendance and office disciplinary referrals in a rural school district in Western Maine. Parental perceptions of the program were assessed through a qualitative survey. Parents reported day treatment has affected student behavior positively. Attendance and office disciplinary referral patterns were examined using two-tailed t-tests. These analyses showed no significant difference in attendance for both general student populations and subpopulation of day treatment students. Significant differences were found in regards to office disciplinary referrals for general student populations and for day treatment students after implementation. Further research …
Why Beginning Teachers Persist In The Profession And The Impact Of Induction And Mentoring, Laurie Catenese, Lee Harper
Why Beginning Teachers Persist In The Profession And The Impact Of Induction And Mentoring, Laurie Catenese, Lee Harper
M.S.Ed. in Educational Leadership Research Projects
With 46% of new teachers leaving the profession within the first five years, many states have mandated induction programs. This study sought to understand what beginning teachers in rural Maine perceive as the greatest factors impacting their persistence in education, and the perceived impact of induction and mentoring on their persistence. A mixed-methods approach yielded findings that indicated the greatest perceived factors are: working with students, collaborating with peers, and administrative support. Induction and mentoring perceptions were both positive and negative. Recommendations are directed at school leaders who must support teachers by providing time for collaboration and networking, and implementing …
Systematic Phonics Instruction Within Word Study At The Primary Grades, Jennifer Ladd
Systematic Phonics Instruction Within Word Study At The Primary Grades, Jennifer Ladd
M.S.Ed. in Educational Leadership Research Projects
The purpose of this mixed-methods study was to compare nonsense word reading, phoneme segmentation fluency and overall reading achievement of four low performing first and second graders before and after replacing teacher constructed word activities with systematic synthetic phonics instruction (SSPI). In addition to quantitative data, qualitative interview data was collected from four district interventionists who provided insight into instructional experiences. Nonsense word reading fluency of this sample produced mixed responses to instruction. All four students made gains in phoneme segmentation fluency after SSPI. The researcher suggests continuing the current implementation of Guided Reading Plus by highly trained teachers.