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Articles 1 - 20 of 20
Full-Text Articles in Education
Check It Out! Library Newsletter, Fall 2016, Johnson & Wales University - Providence
Check It Out! Library Newsletter, Fall 2016, Johnson & Wales University - Providence
JWU Library Newsletter - Providence Campus
No abstract provided.
Embedded Librarian Program, Ariela Mccaffrey
Embedded Librarian Program, Ariela Mccaffrey
Library Staff Publications
No abstract provided.
Reflective Practice Series: The Early Journey With Technology In Education, Martin W. Sivula
Reflective Practice Series: The Early Journey With Technology In Education, Martin W. Sivula
MBA Faculty Conference Papers & Journal Articles
No abstract provided.
Reflective Practice Series: Models And Theories To Guide Teaching In The Virtual Classroom, Martin Sivula
Reflective Practice Series: Models And Theories To Guide Teaching In The Virtual Classroom, Martin Sivula
MBA Faculty Conference Papers & Journal Articles
This reflective practice paper utilizes the action research model to discuss the real time, virtual classroom for the “adult” learner. A brief historical context is given on distance education, followed by selective theoretical models that inform the action research. Data was provided by graduate level students in a variety of courses over several years. Educators, trainers, and adult learners might benefit by improving and transforming their instructional practice by the use of these new tools. Physical, on the ground classroom simulation was successfully achieved by the use of video conferencing software products. Empirical testing also revealed that screen sharing, streaming …
Race Relations, Activism, And Compassion On Campus, Beth O'Day
Race Relations, Activism, And Compassion On Campus, Beth O'Day
Department of Student Affairs
No abstract provided.
Johnsonian 2016, Johnson & Wales University - Providence
Johnsonian 2016, Johnson & Wales University - Providence
Yearbooks
No abstract provided.
New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable
New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable
K-12 Education
Shifting from an industrial model of education to a model that best provides students with differentiated instruction (Tomlinson, 2014) requires educational philosophical change (Fullan, 2014) as well as innovation diffusion (Rogers, 2003). The problem is not the amount of research that exists on differentiation, the diffusion of innovations, or the change process. The problem is what new technological pedagogical content knowledge (Koehler & Mishra, 2008) do educators need to make this change process happen? How is this knowledge communicated to finally change the “fundamental processes of schooling” (Elmore, 1996, p. 4)?
This sequential, mixed-methods study addressed the following condensed research …
The Relationship Of Reading Motivation And Self-Efficacy To Reading Achievement, Jessica Lynn Hedges, Robert Gable
The Relationship Of Reading Motivation And Self-Efficacy To Reading Achievement, Jessica Lynn Hedges, Robert Gable
K-12 Education
Academic motivation and self-efficacy (Bandura 1977, 1986, 1993, 1997) are fast becoming critical areas of literacy instruction and determining factors of overall reading achievement and life-long application (Applegate & Applegate, 2010; Marinak & Gambrell, 2008; McClure, 2008; Melnick, Henk, & Marinak, 2009). This concurrent mixed methods study examined the relationship of reading motivation and self-efficacy with respect to reading achievement for N=487 grade 5-8 suburban middle school level students. All participants completed the Motivation for Reading Questionnaire (MRQ), the Reader Self Perception Scale 2 (RSPS2), and the AIMSWeb curriculum-based measurement instrument. In addition, N=4 content expert interviews were conducted. Quantitative …
Aligning Professional Development To An Educator Evaluation System To Support Teachers, Kathleen A. Torregrossa, Robert K. Gable
Aligning Professional Development To An Educator Evaluation System To Support Teachers, Kathleen A. Torregrossa, Robert K. Gable
K-12 Education
The professional development (PD) opportunities for teachers in a K-12 district were examined to determine the extent to which they related to, and supported, the teachers’ rating on their evaluations. This district addressed teacher evaluation and teacher professional development jointly with their local and state level teachers’ unions with the collective “conception of teacher evaluation as part of a teaching and learning system that supports continuous improvement” (Darling-Hammond, 2014, p. 5).
This mixed-methods study examined the perceived confidence of educators in relation to their PD needs and their evaluation standards utilizing an online questionnaire and a focus group to address …
A Mixed Methods Study Of The Causes Of Chronic Absenteeism In A Large, Urban High School, Michaela Keegan, Robert Gable
A Mixed Methods Study Of The Causes Of Chronic Absenteeism In A Large, Urban High School, Michaela Keegan, Robert Gable
K-12 Education
Failing to graduate from high school can be related to problems during adulthood, individually for students who drop out and collectively on communities and the nation as a whole (Balfanz & Byrnes, 2012; Balfanz, Herzog, & MacIver, 2007; Orfield, 2004; Providence Public, 2012). Two factors, attendance and self-efficacy, have been linked to academic achievement and graduation rates and were the focus of this study.
Recent studies suggest a strong relationship between students’ attendance rates and graduation rates. A study of 9th graders in Chicago found that students with satisfactory attendance graduate at a higher rate than those with chronic absenteeism. …
The Relationship Between Academic-Efficacy And Persistence In Adult Remedial Education: A Replication Study, Carol L. Holmquist, Robert K. Gable
The Relationship Between Academic-Efficacy And Persistence In Adult Remedial Education: A Replication Study, Carol L. Holmquist, Robert K. Gable
K-12 Education
Self-efficacy is considered a construct influencing persistence (Bandura 1997, 2001, 2012). For adults pursuing academic remediation in preparation for higher education, persistence is a specific barrier to success in approximately 50% of cases. This study examined the relationships between general self-efficacy and academic-efficacy constructs with adult remedial education persistence for N = 88 students, and found a lack of relationship consistent with the earlier sample of students (Holmquist, Gable, & Billups, 2013). Further, few relationships were found with selected student demographic characteristics.
Inquiry-Based Instruction – Cultivating Analytical Habits Of Mind With 21st Century Skills: A Qualitative Study, Kimberly A. Laliberte, Robert K. Gable, Felice D. Billups
Inquiry-Based Instruction – Cultivating Analytical Habits Of Mind With 21st Century Skills: A Qualitative Study, Kimberly A. Laliberte, Robert K. Gable, Felice D. Billups
K-12 Education
Significant challenges face the United States regarding global competition as 21st century workforce skills lag behind corporate demands in STEM-based careers (Bucher, 2011; Campbell & Pedersen, 2007; Kramer, 2010; Savitz & Elias, 2011; Scott, 2007). Strategic interventions for inquiry-based, 21st century skills development are of grave necessity for K-12 education to encourage post-secondary STEM opportunities (Abaidoo, 2012; Mouhammed, 2009; Porter & Rivkin, 2012; Rombel, 2012).
This study investigated inquiry techniques in K-12 urban classrooms where greatest equity gaps reside and explored teacher self-efficacy with respect to promoting 21st century skills. Changes needed to promote sustainable, inquiry-based, analytic habits of mind …
Supporting New Teachers: Aligning Professional Development To Educator Evaluation Data, Kathleen A. Torregrossa, Robert K. Gable
Supporting New Teachers: Aligning Professional Development To Educator Evaluation Data, Kathleen A. Torregrossa, Robert K. Gable
K-12 Education
Professional development programs and teacher evaluation systems should go hand-in-hand to support teachers across all career stages (Danielson, 2007). The professional development (PD) opportunities in a K-12 district were examined to determine the extent to which they related to, and supported, the novice teachers’ rating on their evaluations. This district addressed teacher evaluation and teacher professional development jointly with their local and state level teachers’ unions with the collective “conception of teacher evaluation as part of a teaching and learning system that supports continuous improvement” (Darling-Hammond, 2014, p. 5). However, in 2014/15, this district did not have a mentoring/induction program …
Closing The Gap Between Technological And Best Practice Innovations: Tpack And Di, Robin A. Millen, Robert Gable
Closing The Gap Between Technological And Best Practice Innovations: Tpack And Di, Robin A. Millen, Robert Gable
K-12 Education
Implementing differentiated instruction with the fast changing landscape of technology is a complex process (Fullan, 2014; Tomlinson; 2014) and requires widespread diffusion of multiple innovations by educators (Meyer, 2004). However, most U.S. classrooms remain stagnant in their attempts to successfully incorporate innovative pedagogies (Darling-Hammond, 2010; November, 2014; Prensky, 2010; Robinson, 2011). Thus Fullan (2014) reported, “The time is right to bring together knowledge of systems change, new pedagogies and technologies that allow change to scale through diffusion” (p. 13).
To understand this problem, this pragmatic, mixed-methods study (Creswell, 2009) collected data through the following condensed research questions: What are the …
Closing Intraschool Achievement Gaps: A Mixed Methods Pilot Study, Donna Braun, Felice D. Billups, Robert Gable
Closing Intraschool Achievement Gaps: A Mixed Methods Pilot Study, Donna Braun, Felice D. Billups, Robert Gable
K-12 Education
This pilot project was designed to explore the degree to which educators closed identified intraschool achievement gaps (i.e. gaps occurring between sub-groups of students in the same school,), as well as to explore leaders, teachers, and staff perspectives on the ways their beliefs, assumptions and practices shifted while engaging in the effort to close the gaps.
Relevance Of Oral Language Skillsthe Relevance Of Oral Language Skills To Performance On State Literacy Testing, Alison F. Bateson-Toupin, Susan A. Brady, Robert Gable
Relevance Of Oral Language Skillsthe Relevance Of Oral Language Skills To Performance On State Literacy Testing, Alison F. Bateson-Toupin, Susan A. Brady, Robert Gable
K-12 Education
Purpose: Investigated correspondences between performance on an array of literacy and oral language abilities with the proficiency ratings on the reading portion of the New England Common Assessment Program (NECAP).
Method: Tested 106 fifth-grade students on measures of word-level reading and oral language (i.e., vocabulary, syntax, discourse) near the time when students completed the NECAP assessment. Analyses of performance were conducted with three NECAP outcome groups (Above Proficient, Proficient, Nonproficient (combination of Partially Proficient and Substantially Below groups).
Results: Large effect sizes were obtained for differences in oral language and word-level reading skills among the three groups. …
Evolving An Accelerated School Model Through Student Perceptions And Student Outcome Data, Donna Braun, Robert K. Gable, Felice D. Billups, Mary Vieira, Danielle Blasczak
Evolving An Accelerated School Model Through Student Perceptions And Student Outcome Data, Donna Braun, Robert K. Gable, Felice D. Billups, Mary Vieira, Danielle Blasczak
Education Department Faculty Publications & Research
A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) …
Hospitality News, Winter 2015-2016, School Of Hospitality - Providence
Hospitality News, Winter 2015-2016, School Of Hospitality - Providence
College of Hospitality Management Newsletter
No abstract provided.
Jumping Into The Abyss:Life After The Doctorate, Felice D. Billups
Jumping Into The Abyss:Life After The Doctorate, Felice D. Billups
Higher Education
This multi-phase phenomenological study explored doctoral graduates‟ perceptions of self, identity and adjustment in the post-dissertation phase, using Neugarten‟s (1978) Adult Development Theory and Lachman‟s (2004) Midlife Development Theory to frame the findings. This third and final phase probed doctoral degree graduates‟ personal reflections and „crossroad‟ stories to highlight the commonalities of this adjustment phase for all participants. While considerable research has been conducted on currently enrolled doctoral students, it has focused predominantly on Ph.D. graduates (Baird, 1997; D‟Andrea, 2002; Di Pierro, 2007). Minimal research, however, has been conducted on Ed.D. graduates, already actively engaged as working professionals, where the …
Analyzing The Relationship Of Voluntary Student Participation In Optional Exam Review Sessions With Academic Self-Efficacy And Academic Performance, Christine Stamm Griffin, Robert K. Gable
Analyzing The Relationship Of Voluntary Student Participation In Optional Exam Review Sessions With Academic Self-Efficacy And Academic Performance, Christine Stamm Griffin, Robert K. Gable
Higher Education
Much research has been conducted on the topic of self-efficacy and its relationship to student performance. In alignment with the theory of self-efficacy and research performed by Bandura (1993), Schunk (1989, 1991), Zimmerman (1985, 1990), Multon, Brown and Lent (1991); and others, the purpose of this action research study was to determine the relationship of student voluntary attendance at a minimum of one of two optional exam review sessions and whether or not it resulted in a feeling of increased confidence about their potential performance on the exam compared to those students who did not attend the review. Additionally, the …