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Full-Text Articles in Education
Teacher Perceptions Of Grades And Grading In A Pandemic, Michael V. Anderson
Teacher Perceptions Of Grades And Grading In A Pandemic, Michael V. Anderson
Theses and Dissertations
A grade serves as the primary means of reporting feedback to teachers, students, and parents about the student's level of learning (Heflebower et al., 2014). Many schools have attempted to have teachers adopt standards-based grading, yet school leaders do not know teachers' perceptions about grades and grading. This quantitative study examines the perceptions of 1271 secondary teachers in one school district regarding grades and grading and how they may have changed as a result of the COVID-19 pandemic. Data collected from a survey reveals how changes in teacher perceptions about grades and grading may yield an opportunity for further standards-based …
Assessing Virtual Free-Choice Agricultural Learning: A Mixed Methods Approach, Richard John Kennedy
Assessing Virtual Free-Choice Agricultural Learning: A Mixed Methods Approach, Richard John Kennedy
Theses and Dissertations
Since the mid-19th century, agricultural museums and living history sites, first in Scandinavia and then in the United States and Canada, have provided historical, cultural, and, sometimes, scientific information about farming to visitors. Many of these visitors have been school children on field trips. Assessment of this learning, however, has been scant, particularly within the free-choice style inherent in these types of educational venues. At the same time, assessment of free-choice learning, often analyzed through the Contextual Model of Learning (Falk & Dierking 2000), has taken place at educational sites like zoos, natural history museums, and science centers. This study, …
Mixed Methods Action Research: How Integrating Student Response Technology And Case Studies In A Largely Populated University Course Influences Student Engagement, Feedback, And Learning, Scott L. Matteson
Theses and Dissertations
The purpose of this study was to determine if implementing student response technology (SRT) and case studies into a largely populated university undergraduate course would influence student engagement. When student engagement is influenced the potential for positive learning outcomes occurs leading to a higher likelihood of student success (Swap & Walter, 2015). Four research questions guided this study: How and to what extent does incorporating SRT and case studies in a largely populated undergraduate course at MSU influence: (1) student motivation; (2) cognitive, emotional, and behavioral engagement; (3) feedback; and (4) What are the effects of SRT and case studies …
Teachers’ Perceptions Of Using Social Media For Classroom Instruction In Secondary Schools, Beverlee Jackson
Teachers’ Perceptions Of Using Social Media For Classroom Instruction In Secondary Schools, Beverlee Jackson
Theses and Dissertations
Much research has been done to explore social media on students and instructors and their perceptions of social media use in higher education, but little research has been done on teachers in secondary education and their perceptions of social media use in the classroom. Due to the lack of research, the purpose of the study was to examine teachers’ perceptions of social media use to improve students’ learning and students’ engagement and if their perceptions varied by selected demographic variables. The study was conducted in three northeast Mississippi secondary schools, a 6th and 7th grade school, 8th and 9th grade …
Understanding How A School District Implements Social Emotional Learning, Steve Plum
Understanding How A School District Implements Social Emotional Learning, Steve Plum
Theses and Dissertations
The purpose of this qualitative case study was to gain an understanding of how a school district implements Social Emotional Learning (SEL). Evidence suggests that SEL positively influences academic growth and achievement (Chernyshenko et al., 2018). Current efforts are focused on developing social emotional domains and measurable competencies that integrate developmental psychology, educational theory, and cultural relevance (Ross & Tolan, 2018). Despite the development of these frameworks, successful widespread implementation is limited in completeness of integration and sustained SEL integration in coursework throughout the school year. Therefore, a need exists for research on implementation practices related explicitly to SEL (Osher …