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Full-Text Articles in Education

Exploring Science And Mathematics Teachers' Fidelity Of Implementation Of Project Lead The Way Curriculum: A Case Study On How Teachers' Knowledge And Beliefs Influence Their Enactment Of The Curriculum, Mary Nyaema Dec 2016

Exploring Science And Mathematics Teachers' Fidelity Of Implementation Of Project Lead The Way Curriculum: A Case Study On How Teachers' Knowledge And Beliefs Influence Their Enactment Of The Curriculum, Mary Nyaema

Theses and Dissertations

The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based ...


Growth Mindset And Fluency In The Art Classroom, Heather Michele Seibel Dec 2016

Growth Mindset And Fluency In The Art Classroom, Heather Michele Seibel

Theses and Dissertations

This research explores the relationship between mindsets and divergent thinking skills. Specifically, the research questions sought to answer whether there was a positive association between a higher presence of divergent thinking skills and a creative growth mindset, as well as the impact environment has on creative growth. A total of 184 second and sixth grade students from a larger urban school district were surveyed. Data collection included: student surveys, two divergent thinking assessments, direct observation of the students and teacher notes. Results indicate most students identify with a creative growth mindset, but are lacking specific strategies to demonstrate creative growth ...


Foreign Language Teachers’ Technology Beliefs And Implementation Factors: A Mixed Methods Study, Brittany Ann Garling Aug 2016

Foreign Language Teachers’ Technology Beliefs And Implementation Factors: A Mixed Methods Study, Brittany Ann Garling

Theses and Dissertations

Using a mixed methods design this study investigates in-service K-12 foreign language teachers’ beliefs about technology and factors that influence its implementation in instruction. The study employs an Explanatory Design using a two-phase approach, where qualitative data is collected and analyzed to elaborate on the quantitative data results. A total of ninety-nine in-service K-12 foreign language teachers from across the state of Iowa responded to the Modified Technology Implementation Questionnaire about their technological beliefs and barriers to technology integration within classroom practices. The results of the instrument were tabulated using a hierarchical multiple regression to uncover factors impacting technology integration ...


The Effect Of Using A Tablet And A Meta-Cognitive Strategy To Improve Reading Comprehension Skills For Students With Sld, Saeed Saad S. Alqahtani May 2016

The Effect Of Using A Tablet And A Meta-Cognitive Strategy To Improve Reading Comprehension Skills For Students With Sld, Saeed Saad S. Alqahtani

Theses and Dissertations

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension (Hulme & Snowling, 2011). Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating treatment design, this study compared two reading interventions (repeated reading vs. tablet text-to-speech) combined with a meta-cognitive strategy (question generation).

Three fourth-grade and third-grade students who had been diagnosed by their school as having reading difficulties (reading one to two grades behind their expected reading levels) participated in the study. Using the index of narrative complexity (Labov, 1973; Petersen, Gillam, & Gillam, 2008) as a major dependent variable, two participants showed improvement in reading comprehension skills as measured by visual analysis and the effect size between means. However, there were slight differences for the RAAC intervention over the tablet intervention for one participant. The time required to administer the tablet intervention was shorter than the time required to administer the RAAC intervention (an average of 12.73 minutes for the RAAC vs. 5.45 minutes for the tablet), which is an important consideration ...


Exploring Culturally And Linguistically Diverse Students’ Identities In An Afterschool Book Club, Yu-Chi Wang May 2016

Exploring Culturally And Linguistically Diverse Students’ Identities In An Afterschool Book Club, Yu-Chi Wang

Theses and Dissertations

This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club. The increasing population of CLD students and their learning needs have become a national focus in American schools. Scholars have highlighted that understanding students’ identity positions and their interactions in social communities benefits teaching practices (Norton, 2013). Although the number of studies investigating identity in language and literacy education is increasing, most focus on English language learners (ELLs) who are currently enrolled in English as a Second Language (ESL) or ELL programs and few examine these ...


Exploring Depth Of Vocabulary Knowledge Among Cfl Learners Of Higher Proficiency Levels, Tingting Chen May 2016

Exploring Depth Of Vocabulary Knowledge Among Cfl Learners Of Higher Proficiency Levels, Tingting Chen

Theses and Dissertations

L2 (second or foreign language) research indicates that vocabulary knowledge is not only the “single best predictor of text comprehension,” but also a strong indicator of listening, speaking, and writing proficiency (Alderson, 2000, p. 35). Understanding the development of vocabulary knowledge, including both vocabulary size and vocabulary depth, or quality of vocabulary knowledge—is therefore essential to the building of an overall insight into L2 proficiency.

This study aims to explore the developmental status of vocabulary depth among postsecondary CFL (Chinese as a foreign language) learners of higher proficiency levels who have studied Chinese for over four years. In particular ...


Intersecting Literacy Beliefs And Practices With Heritage And Non-Heritage Learners' Instruction: A Case Study Of A Novice Korean Language Instructor, Ho Jung Choi May 2016

Intersecting Literacy Beliefs And Practices With Heritage And Non-Heritage Learners' Instruction: A Case Study Of A Novice Korean Language Instructor, Ho Jung Choi

Theses and Dissertations

Many researchers have explored teachers’ beliefs in literacy and found that teachers’ literacy beliefs affect their instructional practices in foreign language (FL) or second language (SL) classrooms. Researchers have demonstrated that teachers’ literacy beliefs and instructional practices are generally consistent. There have been many studies regarding teachers’ literacy beliefs and classroom instruction in the context of FL/SL and more recent studies on teachers’ literacy beliefs presenting an increasing interest in heritage language (HL) such as Spanish and Chinese. However, less is known about Korean language teachers’ literacy beliefs and practices in the mixed classroom of heritage and non-­‐heritage ...


Productive Discomfort: A Case Study Of Service-Learning In A First-Year Composition Course, Heather Theresa Draxl May 2016

Productive Discomfort: A Case Study Of Service-Learning In A First-Year Composition Course, Heather Theresa Draxl

Theses and Dissertations

Service-learning is the combination of traditional teaching methods with field-based learning and critical reflection (Hurd, 2008) and is popular in first-year composition (Deans, 2001). However, academic research on service-learning in first-year composition is relatively scarce and the most frequently-cited scholarship is at least a decade old (Adler-Kassner, Crooks & Watters, 1997; Deans, 2001; Haussamen, 1997). This study seeks to contribute to the scholarship on service-learning in first-year composition by exploring how stakeholders, including the instructor, the students, and the community partner, perceive the project's purposes and outcomes. To complete the service-learning requirement for the course in this study, students conduct a bystander ...


Examining Teacher Epistemic Orientations Toward Teaching Science (Eots) And Its Relationship To Instructional Practices In Science, Jee Kyung Suh May 2016

Examining Teacher Epistemic Orientations Toward Teaching Science (Eots) And Its Relationship To Instructional Practices In Science, Jee Kyung Suh

Theses and Dissertations

The purpose of this study was to identify essential features of Epistemic Orientation toward Teaching Science (EOTS) and to explore the relationships between EOTS and instructional practices. This study proposes a new concept, EOTS: defined as a teacher's set of interrelated beliefs that are developed and used when teaching science, and are shaped by the Nature of Knowing in General, the Nature of Knowing in Science, the Nature of Learning, and the Nature of Teaching. The essential elements of EOTS were identified through a comprehensive literature review and refined through a multiple-case study.

The participants of the study were ...