Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Education (4)
- Assessment (3)
- Evaluation (3)
- Learning (3)
- Rubric (3)
-
- Technology (3)
- Based (2)
- Project (2)
- Self-efficacy (2)
- Self-regulation (2)
- Standards (2)
- 1 to 1 (1)
- Accelerated learner (1)
- Action Research (1)
- Adolescent (1)
- Autonomy (1)
- Ccst (1)
- Classroom (1)
- Classroom discourse (1)
- College students (1)
- Diffusion theory (1)
- Education Policy (1)
- Elementary School Teachers (1)
- Elementary preservice teachers (1)
- Elementary science education (1)
- Engagement (1)
- Environmental education plan (1)
- Environmental interpretation (1)
- Females in STEM (1)
- German (1)
- Publication
-
- DBER Speaker Series (6)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (3)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (3)
- Journal of the National Collegiate Honors Council Online Archive (3)
- Research and Evaluation in Education, Technology, Art, and Design (3)
-
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (2)
- Department of Educational Administration: Dissertations, Theses, and Student Research (2)
- Community and Regional Planning Program: Professional Projects (1)
- Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship (1)
- Department of English: Dissertations, Theses, and Student Research (1)
- Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance (1)
- National Collegiate Honors Council Monographs (1)
Articles 1 - 27 of 27
Full-Text Articles in Education
Interactive Usage Of Demonstration Videos: An Experimental Evaluation, Ryan Anderson, Shiyuan Wang, Lisa M. Pytlikzillig, Kevin M. Lee
Interactive Usage Of Demonstration Videos: An Experimental Evaluation, Ryan Anderson, Shiyuan Wang, Lisa M. Pytlikzillig, Kevin M. Lee
DBER Speaker Series
Crouch et al (2004) posit that students will be more engaged by and learn more from classroom demonstrations when asked to predict the outcome of the demonstration and discuss it with peers. We tested this hypothesis in an experiment involving 116 students enrolled in an undergraduate astronomy class using an online survey and five video demonstrations. Students were randomly assigned to one of four conditions, including watching a set of videos (about convection, sun spots, and buoyancy) under one of Crouch’s three modes of presentation (observe, predict, and discuss) and a control condition which involved viewing different videos (about differentiation …
The Mindful Learning Model, David W. Brooks, Guy Trainin, Khalid Sayood
The Mindful Learning Model, David W. Brooks, Guy Trainin, Khalid Sayood
DBER Speaker Series
Earlier we published the Unified Learning Model which speaks to learning based on achieieving the "top slot" in working memory, repetition, and connections. The Mindful Learning Model accounts for more recent understandings of learning, and especially connections to "consciousness." The model has many parts. Inputs to the brain from sensors (eyes, ears) are not so much information about what is perceived but about discrepancies between that perception and one's mental model of the current context. The voices in our heads are after‐the fact reports rather than realtime executives. Working memory is a series of detectable brain events taking place over …
Tech Edge Student Rubric Grades 2-3, Laurie A. Friedrich, Guy Trainin
Tech Edge Student Rubric Grades 2-3, Laurie A. Friedrich, Guy Trainin
Research and Evaluation in Education, Technology, Art, and Design
This rubric can be used to evaluate formative and summative assessments of technology integrated products across the curriculum for grades 2-3.
Tech Edge Student Rubric K-1, Laurie A. Friedrich, Guy Trainin
Tech Edge Student Rubric K-1, Laurie A. Friedrich, Guy Trainin
Research and Evaluation in Education, Technology, Art, and Design
This rubric can be used to evaluate formative and summative assessments of technology integrated products across the curriculum for grades K-1.
Tech Edge Student Rubric Grades 4-5, Laurie A. Friedrich, Guy Trainin
Tech Edge Student Rubric Grades 4-5, Laurie A. Friedrich, Guy Trainin
Research and Evaluation in Education, Technology, Art, and Design
This rubric can be used to evaluate formative and summative assessments of technology integrated products across the curriculum for grades 4-5.
Gaps And Opportunities: Ste(A)M In Early Childhood Education, Tonia Renee Durden
Gaps And Opportunities: Ste(A)M In Early Childhood Education, Tonia Renee Durden
DBER Speaker Series
This research talk will share findings from an environmental scan of the STEM focused professional development programs offered within the Cooperative Extension System. A study was conducted to identify the programs’ content, delivery, scope, evaluation and partners. Results indicate that Extension has become a player in providing professional development opportunities for early childhood professionals and, with a focused effort on streamlining current resources, has the capacity to become a leader in this field.
Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes
Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes
DBER Speaker Series
Pre‐service elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. In order to effectively engage students in scientific practices and connect students’ ideas about science to appropriate instructional strategies, teachers should learn to engage in high‐leverage instructional practices, such as formative assessment. However, teachers may not understand formative assessment or possess enough science content knowledge to effectively engage in related instructional practices. To address these needs, we developed an innovative course for elementary pre‐service teachers built upon two pillars—life …
An Interpretive Plan Guide For Wilderness Park In Lincoln, Nebraska, Rachel J. Ward
An Interpretive Plan Guide For Wilderness Park In Lincoln, Nebraska, Rachel J. Ward
Community and Regional Planning Program: Professional Projects
Wilderness Park, located in Lancaster County, Nebraska, is a public park of unique ecological and historical value to the city of Lincoln and to the surrounding region. The natural and historical features of the park present an opportunity to communicate environmental and historical topics that are relevant on local, national, and global levels, as well as inspire a lively sense of pride in the community. The problem is that many topics relevant to Wilderness Park are not currently being interpreted at the park, and that there are relatively few interpretive resources available to park visitors.
The purpose of this project …
The Adoption Of Mixed Methods In China: An Exploratory Instrument Design, Yuchun Zhou
The Adoption Of Mixed Methods In China: An Exploratory Instrument Design, Yuchun Zhou
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Mixed methods is “the third research paradigm” and a methodology along with traditional quantitative and qualitative methodologies (Johnson & Onwuegbuzie, p.14). It is at the expansion/diffusion stage of development where researchers are most interested in how this method is adopted across disciplines and countries. However, very little literature is found regarding the use of mixed methods in non-Western cultural contexts, such as East Asia. Hence, the current study aimed to explore the expansion of mixed methods in an underrepresented population, China, a non-Western context and developing country.
The study employed an exploratory instrument design to investigate Chinese scholars’ decisions of …
Laptops And Language Learning: A Mixed Methods Study Of Technology Integration And Student Engagement, Ginger R. Starks-Yoble Ph.D.
Laptops And Language Learning: A Mixed Methods Study Of Technology Integration And Student Engagement, Ginger R. Starks-Yoble Ph.D.
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students’ perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections, …
A New Approach To Middle School Reading Intervention Balancing Self-Determination And Achievement, Amanda Mancini-Marshall
A New Approach To Middle School Reading Intervention Balancing Self-Determination And Achievement, Amanda Mancini-Marshall
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
While research on Response to Intervention (RTI) has focused almost exclusively on elementary education, an increasing number of middle and high schools are adopting this framework as a way to match student needs with instruction that accelerates academic growth. Without age-appropriate models, curriculum, or interventions, secondary schools often attempt to simply replicate elementary practices with limited success. These attempts typically take a prescriptive approach to reading instruction for struggling below-grade-level readers. However, this self-study examines how one research-practitioner designed, implemented, and modified a middle school Tier II RTI reading course with the goal of improving student self-determination as well as …
Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning, Stephanie Wessels, Guy Trainin
Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning, Stephanie Wessels, Guy Trainin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
DUAL LANGUAGE LEARNERS (DLLS) are part of the educational landscape across the United States. Public school enrollment of dual language learners increased by 51 percent from 1997 to 2008 (NCELA 2011). At the same time, students who are DLLs meet the same academic standards as English-only students after an adjustment period (Goldenberg 2008). The challenge for our schools and communities is educating all students while helping DLLs close the gap in language and cultural understanding so they can succeed in the American educational system. Research suggests that working to close the achievement gap during regular school hours only is not …
Telling Our Service-Learning Story: Instructor Perspectives On Service-Learning In The Leadership Classroom, Marianne Lorensen
Telling Our Service-Learning Story: Instructor Perspectives On Service-Learning In The Leadership Classroom, Marianne Lorensen
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
This phenomenological study examined the experiences of ten college instructors who use service-learning in the undergraduate leadership classroom. Since leadership is often a service-learning outcome for students (Bringle & Hatcher, 1996; Eyler & Giles, 1999; Pascarella & Terenzini, 2005), service-learning is regarded by many instructors as an appropriate pedagogical approach in leadership classes (Rama, Ravenscroft, Wolcott, & Zlotkowski, 2000; Zlotkowski, 1996). Thus, the focus on instructors of undergraduate leadership courses. The current study employed a phenomenological approach in order to deeply explore instructor experiences. The goal of this exploration was that instructor experiences and the meaning they make from those …
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model …
Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie
Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie
Department of Educational Administration: Dissertations, Theses, and Student Research
Nationally, the need for an increase in interest, enrollment, and degrees awarded from science, technology, engineering and mathematics (STEM) degree programs continues to suffer. While students are enrolling in collegiate STEM degree programs, it is not occurring at a rate that meets the workforce demand. In addition to the concern that there is not a sufficient amount of collegiate STEM majors, there is a concern over too few females enrolling and persisting in collegiate STEM degree programs.
This mixed methods sequential exploratory research study considered the factors that influence and motivate undergraduate female students to enroll and persist in collegiate …
Student And Teacher Experiences With Informal Learning In A School Music Classroom: An Action Research Study, Mark C. Adams
Student And Teacher Experiences With Informal Learning In A School Music Classroom: An Action Research Study, Mark C. Adams
Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance
Despite the ubiquitous nature of music in the lives of adolescents, school music education rarely offers experiences with the informal music making practices that are used by their favorite vernacular artists. This action research study implemented informal learning practices into the formal learning environment of my current teaching position in a rural Midwestern community, to understand more about student experiences and the educator’s role in such a classroom. The qualitative research approach used in this study borrowed from grounded theory techniques. Data collection included twenty-five total interviews with nine first-year beginning instrumentalists. Interviews were conducted in three waves, where the …
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland
Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this phenomenological study was to explore the important elements reported by second-year undergraduates at Midwestern University (MU) as they renegotiated their intelligence identity of being the smart one. The five participants were members of the 2012-2013 first-year cohort of Jumpstart Business Community (JBC). Per inclusion in JBC, the students identified as high-achieving students and/or were classified as accelerated learners in high school. The reconceptualized model of multiple dimensions of identity from Abes, Jones, and McEwen (2007) informed this study in the examination of renegotiation of the intelligence identity.
The main research question of this study was what …
Student Engagement And Action In Classroom And Community: Place-Based Education And Social Action For The High-Achieving Student, Rachel M. Jank
Student Engagement And Action In Classroom And Community: Place-Based Education And Social Action For The High-Achieving Student, Rachel M. Jank
Department of English: Dissertations, Theses, and Student Research
This paper briefly discusses the work done in a college-preparatory, Senior English class to combat the disengagement present in many educational institutions. This disconnect does not allow for learning retention and, therefore, does not allow for students to apply the moment of learning to life outside of the secondary classroom. The work I do is based off of Jessica Singer Early, Bruce Bigelow, Linda Christensen, and many other master teachers who work with the educational designs of Place Consciousness and Social Action within their respective classrooms. The theories of John Dewey and Paulo Freire suggest that a non-traditional style of …
Students’ Perceptions Of Academic Self-Efficacy And Self-Regulation While Learning In A 1:1 Laptop Environment, Joan M. Carraher
Students’ Perceptions Of Academic Self-Efficacy And Self-Regulation While Learning In A 1:1 Laptop Environment, Joan M. Carraher
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
1:1 Laptop initiatives continue to grow throughout Nebraska schools. There are many questions regarding their effectiveness in improving student learning, justifications for expenses, and the process to guide such an initiative.
The purpose of this case study was to explore students’ perceptions of academic self-efficacy and self-regulation while learning in a 1:1 district where students in grades 7 through 12 have 24/7 access to a school-issued laptop. Students in their first (8th grade) and third-year (10th grade) of learning in a 1:1 environment at a Nebraska school district participated in this study. Data was collected from an online …
Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger
Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self-efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings …
Systems Thinking With Biology Models, Joseph Dauer
Systems Thinking With Biology Models, Joseph Dauer
DBER Speaker Series
The recent AAAS call to improve undergraduate biology education suggested university instruction should focus on teaching core concepts like matter and energy, evolution, and systems and core competences like quantitative reasoning, modeling and integrating disciplines. My research has focused on how undergraduate biology students organize their knowledge of biological systems and how they reason about the myriad interactions and potential outcomes inherent to these systems. I will report ongoing research into students’ model construction during an introductory biology course and during clinical interviews 2 years after the course. My colleagues and I have found students’ models change dramatically in both …
Drawing Their Way Into Writing: Culturally And Linguistically Diverse Students Finding Voice Through Mini-Novelas, Stephanie Wessels, Socorro G. Herrera,
Drawing Their Way Into Writing: Culturally And Linguistically Diverse Students Finding Voice Through Mini-Novelas, Stephanie Wessels, Socorro G. Herrera,
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Writing can be a difficult task for many students in today’s classrooms; however, for students who are culturally and linguistically diverse (CLD), writing can be especially difficult. These students often are in the process of developing their facility with the English language, and they possess cultural backgrounds that differ from those of many of their peers and teachers. In addition to these challenges, they face the typical difficulties of selecting ideas to write about for their stories. One way to tap into the cultural backgrounds of Spanish-speaking CLD students is through the use of a strategy called the mini-novela. A …
Learning Catalytics Workshop, Chad Brassil
Learning Catalytics Workshop, Chad Brassil
DBER Speaker Series
Come and participate in a demonstration using Learning Catalytics in the classroom. Experience how this system takes a step behind clickers, facilitating peer learning and active learning pedagogies in even very large classrooms. Hear about experience of using this system from instructors at UNL. Note, attendees are encouraged to bring a laptop computer, smartphone, or tablet to the workshop and to contact Chad Brassil cbrassil@unl.edu beforehand to set‐up a demonstration Learning Catalytics account.
An Empirical Analysis Of Factors Affecting Honors Program Completion Rates, Hallie Savage, Rod D. Raehsler, Joseph Fiedor
An Empirical Analysis Of Factors Affecting Honors Program Completion Rates, Hallie Savage, Rod D. Raehsler, Joseph Fiedor
Journal of the National Collegiate Honors Council Online Archive
One of the most important issues in any educational environment is identifying factors that promote academic success. A plethora of research on such factors exists across most academic fields, involving a wide range of student demographics, and the definition of student success varies across the range of studies published. While much of the research is devoted to looking at student performance in particular courses and concentrates on examination scores and grades, many authors have directed their attention to student success in the context of an entire academic program; student success in this context usually centers on program completion or graduation …
Journal Of The National Collegiate Honors Council, Volume 15, Number 2, Fall/Winter 2014 (Complete Issue)
Journal of the National Collegiate Honors Council Online Archive
Forum on Rubrics, Templates, and Measurable Outcomes in Honors
Joan Digby
Annmarie Guzy
Beata M. Jones and Catherine M. Wehlburg
Giovanna Walters
Ce Rosenow
research essays
Kim Andersen and Gary Thorgaard
Heather C. Camp
Jay Trucker
Deborah Engelen-Eigles and Janice Levinsohn Milner
Journal Of The National Collegiate Honors Council, Volume 15, Number 1, Spring/Summer 2014 (Complete Issue)
Journal of the National Collegiate Honors Council Online Archive
Forum on Honors for Sale
Forum Articles
Gary Bell
Benjamin Moritz
Lisa Avery
Sam Schuman
Jeffrey A. Portnoy
Destenie Nock, Justice Plummer, Ashleigh R. Wilson, and Michael K. Cundall Jr.
Annmarie Guzy
Barbra Nightingale
Brian C. Etheridge
Research Essays
Ted M. Brimeyer, April M. Schueths, and William L. Smith
Gordon Shepherd and Gary Shepherd
Hallie Savage, Rod D. Raehsler, and Joseph Fiedor
Kate Wintrol
Writing On Your Feet: Reflective Practices In City As Text™. A Tribute To The Career Of Bernice Braid, Ada Long
National Collegiate Honors Council Monographs
Introduction. . . . . . ix
Ada Long
CHAPTER 1: History and Theory of Recursive Writing in Experiential Education. . . . . .3
Bernice Braid
CHAPTER 2: Claiming a Voice through Writing. . . . .13
John Major
CHAPTER 3: The Role of Background Readings and Experts. .23
Ada Long
CHAPTER 4: The Beginner’s Mind: Recursive Writing in NCHC Faculty Institutes. . . . . . . .33
Sara E. Quay
CHAPTER 5: Assigning, Analyzing, and Assessing Recursive Writing in Honors Semesters. . . . . .41
Ann Raia
CHAPTER 6: Finding Appropriate Assignments: Mapping an Honors Semester. …