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Full-Text Articles in Education
Factors That Impact Successful Reading: Student-Related, School-Rated, And Text Related, Earl H. Cheek Jr., Gerlinde Beckers
Factors That Impact Successful Reading: Student-Related, School-Rated, And Text Related, Earl H. Cheek Jr., Gerlinde Beckers
Journal of Contemporary Research in Education
Guest Column
Issues With The Uses Of Functional Magnetic Resonance Imaging (Fmri) In Education, Burhanettin Keskin
Issues With The Uses Of Functional Magnetic Resonance Imaging (Fmri) In Education, Burhanettin Keskin
Journal of Contemporary Research in Education
This paper is aimed at addressing some of the main issues with regard to use of neuroimaging (i.e., fMRI) in educational settings; such as the issue of equating structure with function; the issue of finding an accurate reference point for normal brain structure and function; issues due to brain plasticity; and issues related to the interpretation of neuroimaging findings. In addition, the implications of such concerns were addressed. It was concluded that the lack of research on the issues regarding the use of neuroimaging jeopardizes the possible use of such unique technology and any educational practice based on neuroimaging would …
Achievement Gaps And The Doubly Disadvantaged: The Intersection Of Socioeconomic Status And Race/Ethnicity On Math And Reading Trajectories, Littisha A. Bates
Achievement Gaps And The Doubly Disadvantaged: The Intersection Of Socioeconomic Status And Race/Ethnicity On Math And Reading Trajectories, Littisha A. Bates
Journal of Contemporary Research in Education
Numerous studies have examined both the income and race/ethnic achievement gaps. These gaps are particularly striking in the case of minority children, who are more likely than their non- Hispanic white counterparts to be living in poverty. This overlap in achievement gaps makes it difficult to clearly identify the most disadvantaged children. Using two designations in No Child Left Behind (NCLB), socioeconomic status and race/ethnicity, this study examines math and reading trajectories as children move through elementary school. Applying multilevel growth curves to four waves of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, I examine the intersection of …
Preservice Teachers’ “Revelations And Connections”: Fostering Deep Conversations While Reading Multicultural Literature, Annmarie Alberton Gunn, Susan V. Bennett, Cynthia B. Leung
Preservice Teachers’ “Revelations And Connections”: Fostering Deep Conversations While Reading Multicultural Literature, Annmarie Alberton Gunn, Susan V. Bennett, Cynthia B. Leung
Journal of Contemporary Research in Education
We investigated strategies that a literacy teacher educator used to develop preservice teachers’ culturally responsive pedagogy. This study focused on (a) implementation of literature circles, (b) preservice teachers’ (n= 29) reading and analysis of multicultural children’s literature, (c) preservice teachers’ reader response reflective journals (RRRJ), and (d) reading comprehension strategies. We analyzed interviews with the professor and RRRJ (87 responses) as well as the course syllabus, reader response guidelines, and course evaluations to understand the lived experiences of the participants. We found preservice teachers recognize the benefits of literature circles and the utilization of RRRJ to develop an understanding of …
Supplemental Educational Services (Ses): Effects Of Ses Tutoring On Student Achievement, Jennifer Misewicz, Douglas E. Carothers
Supplemental Educational Services (Ses): Effects Of Ses Tutoring On Student Achievement, Jennifer Misewicz, Douglas E. Carothers
Journal of Contemporary Research in Education
This study examined the effectiveness of Supplemental Educational Services (SES) tutoring in increasing the reading and mathematics achievement of Title I students in a Florida elementary school. Kindergarten through fifth grade students who had been matched on their previous performance on the Florida Assessment in Reading (FAIR) or the District Baseline Math test were grouped based on voluntary participation or non-participation in SES tutoring. Scores on the same tests were then compared after the conclusion of SES tutoring. Results showed no gains in improvement for students who received SES tutoring relative to students who did not participate in SES tutoring. …
Partnering For Best Practice: Grade 2-4 Teachers And A University Professor Collaborate For Success, Shawn Watkins
Partnering For Best Practice: Grade 2-4 Teachers And A University Professor Collaborate For Success, Shawn Watkins
Journal of Contemporary Research in Education
This article describes a partnership between a university literacy consultant and elementary educators in grades 2-4 to implement small group reading instruction during teachers’ literacy block. Further, I discuss the process and outcomes of our efforts: research based instructional approaches, the importance of collaboration between K-12 schools and higher education, data and findings, and the future paths of our partnership.
A Comparison Of Ell And Non-Ell Students’ And Guardians’ Perceptions Of Student Led Conferences, Charlotte Orso, Bryan Morgan
A Comparison Of Ell And Non-Ell Students’ And Guardians’ Perceptions Of Student Led Conferences, Charlotte Orso, Bryan Morgan
Journal of Contemporary Research in Education
The purpose of the study was to determine if the ELL and non-ELL students’ and guardians’ perceptions of student-led conferences were similar. The sample included 97 consenting guardians and 90 students from five fifth grade classrooms. The student and guardian participants were given parallel surveys to ascertain their perceptions of student-led conferences. The survey data were analyzed with the two one-sided significance test (TOST) technique to determine statistical significance. Additionally, 90% confidence intervals were constructed and analyzed to verify the results. Six of the nine student survey questions resulted in statistically equivalent perceptions between the ELL and non-ELL participants. Four …
Intrinsic Motivation And Authentic Engagement: A Conceptual Discussion, Steven J. Bourgeois
Intrinsic Motivation And Authentic Engagement: A Conceptual Discussion, Steven J. Bourgeois
Journal of Contemporary Research in Education
This conceptual discussion problematizes the present view of student engagement and motivation, as exemplified in the current culture of assessment and extrinsic orientation toward learning. Nietzsche’s metaphor of the Three Metamorphoses of the Spirit serves as a philosophical frame through which I trace the origins of the psychological concepts of intrinsic and extrinsic motivation. Taking an historical approach within the field of cognitive psychology, I present the foundational research upon which self-determination theory (Deci & Ryan, 1985) was built. Through this lens, I consider the implications of current educational practice, with emphasis upon high-stakes assessment and the potential for autonomy-supportive …
Changing Our Perceptions And Pedagogical Practices With Respect To Language Diversity, Evan Ortlieb, Yusuke Sasaki
Changing Our Perceptions And Pedagogical Practices With Respect To Language Diversity, Evan Ortlieb, Yusuke Sasaki
Journal of Contemporary Research in Education
Guest column
Student Insubordination, Discipline And Safety Initiatives In Urban Schools, Seunghee Han
Student Insubordination, Discipline And Safety Initiatives In Urban Schools, Seunghee Han
Journal of Contemporary Research in Education
This study examines school factors associated with student insubordination in urban schools. Using data from 1,493 public schools (School Survey on Crime and Safety 2007-2008), multivariate regression analyses show that schools with more disadvantaged students (e.g., ethnic minority students, underachievers, and special education students) tend to have more insubordination incidents after controlling for violence incidents and school safety initiatives. Among school factors, perceived school value and parental involvement are consistently and negatively associated with both the actual number of incidents and principals’ perception of insubordination. Teacher training programs and student-oriented crime prevention programs are associated differently with each type of …
Improving Preservice Teachers’ Knowledge Of Response-To-Intervention (Rti): How Online Professional Development Modules Can Help?, Nai-Cheng Kuo
Improving Preservice Teachers’ Knowledge Of Response-To-Intervention (Rti): How Online Professional Development Modules Can Help?, Nai-Cheng Kuo
Journal of Contemporary Research in Education
Response-to-intervention (RTI) is “a multi-tier approach to the early identification and support of students with learning and behavior needs” (RTI Action Network, 2014). RTI began to be recognized around 2004, when the Individuals with Disabilities Education Act (IDEA) was reauthorized. In the midst of a national movement toward increasing uses of RTI, the development of knowledge of RTI for preservice teachers who will be engaged in its implementation is of high importance. This study examined the impact of a set of online professional development modules— IRIS modules—on preservice teachers’ knowledge of RTI. Many federal dollars have been invested in the …
An Investigation Of Attitudes And Perceptions Toward Inclusion: Comparing Preservice Teachers To First Year Teachers, Nancy Douglas, Jerilou Moore, Kevin Stoltz
An Investigation Of Attitudes And Perceptions Toward Inclusion: Comparing Preservice Teachers To First Year Teachers, Nancy Douglas, Jerilou Moore, Kevin Stoltz
Journal of Contemporary Research in Education
Over the last decade, the federally mandated “push” for full inclusion has changed the dynamics of general education classrooms to the extent that teachers no longer feel adequately prepared to teach. Teacher preparation programs are vested with the responsibility to prepare preservice teachers so they can provide a learning environment that meets the federal mandate of Least Restrictive Environment (LRE). A lack of preparation may affect the pre-service teachers’ attitude and perception of students with disabilities in a general education classroom. The purpose of this quantitative cross-sectional study was to explore preservice and first year teacher beliefs about preparation concerning …
The Relationship Between Workaholism Tendencies And Stage Of Development In A K-12 Teacher Population, Rebekah Reysen, S. Ryan Niemeyer, Amanda Winburn, Ann Monroe
The Relationship Between Workaholism Tendencies And Stage Of Development In A K-12 Teacher Population, Rebekah Reysen, S. Ryan Niemeyer, Amanda Winburn, Ann Monroe
Journal of Contemporary Research in Education
Workaholism has been defined as a compulsive devotion to work that significantly impairs other areas of an individual’s life (Selinger, 2007). Since this disorder was first conceptualized by Oates (1971), few articles have been published on the nature of workaholism tendencies for workers employed in specific occupations. A Mississippi sample was utilized for this study, for the purpose of exploring workaholism tendencies in a kindergarten through 12th grade (K-12) teacher population. Results indicate that elementary school teachers in particular may exhibit workaholism tendencies. Additionally, beginning teachers, those with more than 10 years of teaching experience, and those who teach in …
What Kind Of Possibilities Do We Have?: Educators’ Complex Images Of Latino Immigrant Students And Families, H. James Mclaughlin, Stacie Pettit
What Kind Of Possibilities Do We Have?: Educators’ Complex Images Of Latino Immigrant Students And Families, H. James Mclaughlin, Stacie Pettit
Journal of Contemporary Research in Education
The Latino population in the United States is on the rise, but historically, Latino graduation rates have been low. Many educators lack sufficient intercultural preparation, and therefore, teachers may tend to blame student failure on cultural and familial deficiencies. In this study, we elicited educators’ perceptions of Latino students and the students’ families through 10 focus group interviews at 6 target schools (4 elementary schools, 1 middle school, and 1 high school). Findings include contradictory views of students’ and families’ attitudes towards education, and consistently negative views of students’ and families’ educational backgrounds. Latino families were seen as close, caring, …