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Articles 1 - 8 of 8
Full-Text Articles in Education
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative Self-Study, Paula P. Guerra, Sohyun An
Georgia Educational Researcher
In this paper, we—one mathematics teacher educator and one social studies teacher educator—describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World”, teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in …
Promoting Student Buy-In: Using Writing To Develop Mathematical Understanding, Barbara King, Denise Raposo, Mercedes Gimenez
Promoting Student Buy-In: Using Writing To Develop Mathematical Understanding, Barbara King, Denise Raposo, Mercedes Gimenez
Georgia Educational Researcher
Writing in mathematics provides students with the opportunity to think critically about and reflect on their experiences while solving problems. While many studies have documented the benefit of writing in math, it is not clear which instructional methods should be used to help students learn how to use writing to support learning. In this study, we take a constructivist approach to building students understanding of effective writing by developing a series of active, student-centered lessons. The findings indicate that students wrote more effectively after the instructional sequence; in particular, they were better able to explain their reasoning and to make …
Teacher And School Characteristics: Predictors Of Student Achievement In Georgia Public Schools, Alisande F. Mayer, Ellen W. Wiley, Larry P. Wiley, Dianne C. Dees, Simmie A. Raiford
Teacher And School Characteristics: Predictors Of Student Achievement In Georgia Public Schools, Alisande F. Mayer, Ellen W. Wiley, Larry P. Wiley, Dianne C. Dees, Simmie A. Raiford
Georgia Educational Researcher
Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers’ education level, teachers’ average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students …
Hopscotch Building: A Model For The Generation Of Qualitative Research Designs, Iván M. Jorrín Abellán
Hopscotch Building: A Model For The Generation Of Qualitative Research Designs, Iván M. Jorrín Abellán
Georgia Educational Researcher
In this article we describe the process followed in the creation of the “Hopscotch Model,” a tool to help novice researchers thoroughly design qualitative research studies while learning the philosophical underpinnings of this particular form of research. The model helps to incorporate the theoretical background behind any qualitative study, as well as the intrinsic complexity of the multiple technical procedures that could be followed within the many different traditions in the field. Hopscotch is supported by an easy to use web-tool that drives potential users through the design of qualitative studies. In this article we describe the phases followed to …
Assessing Male Vs. Female Business Student Perceptions Of Plagiarism At A Southern Institution Of Higher Education, Daniel Adrian Doss, Russ Henley, Ursula Becker, David Mcelreath, Hilliard Lackey, Don Jones, Feng He, Mingyu Li, Shimin Lin
Assessing Male Vs. Female Business Student Perceptions Of Plagiarism At A Southern Institution Of Higher Education, Daniel Adrian Doss, Russ Henley, Ursula Becker, David Mcelreath, Hilliard Lackey, Don Jones, Feng He, Mingyu Li, Shimin Lin
Georgia Educational Researcher
Plagiarism, cheating, and academic dishonesty affect institutions of higher education. This study examines student perceptions of plagiarism within a Southern, Division-II teaching institution. This study employed a five-point Likert-scale to examine differences of perceptions between male versus female business students. Two statistically significant outcomes were observed between males and females involving the notions that plagiarism is perceived as a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that both male and female respondents tended toward disagreement concerning whether plagiarism is a necessary evil and neutrality regarding whether plagiarism is illegal.
The Effects Of Inquiry Project-Based Learning On Student Reading Motivation And Student Perceptions Of Inquiry Learning Processes, Sarah A. Johnson, Josh Cuevas
The Effects Of Inquiry Project-Based Learning On Student Reading Motivation And Student Perceptions Of Inquiry Learning Processes, Sarah A. Johnson, Josh Cuevas
Georgia Educational Researcher
Inquiry-based learning approaches have been promoted as an instructional method for students at all levels. An inquiry approach requires students to discover or construct knowledge through relevant activities and personal investigations. Due to the student driven nature of inquiry learning, it is reasonable to believe that students will become more motivated to read and to engage in critical thinking after participating in the inquiry approach. This quantitative study observes the effects of inquiry project based learning (PBL) on reading motivation and students’ perceptions of higher order thinking processes in a middle school language arts classroom. By comparing inquiry project based …
Voices From The Field, Lina B. Soares
Voices From The Field, Lina B. Soares
Georgia Educational Researcher
This research study sought to determine the impact from participation in a practicum field experience on teacher candidates’ perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers’ perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a mid-size university in the Southeastern region of …
Is Cultural Responsiveness Part Of Effective Teaching?: Preservice Teacher Perspectives, Yasar Bodur
Is Cultural Responsiveness Part Of Effective Teaching?: Preservice Teacher Perspectives, Yasar Bodur
Georgia Educational Researcher
The purpose of this study was to investigate the extent to which preservice elementary teachers integrated culturally responsive pedagogy into their perspectives on effective teaching and being an effective teacher and if these perspectives changed over time. Data were collected from 53 preservice teachers in the form of a perspective paper written in two consecutive semesters at the end of field experience courses. Data were analyzed both quantitatively and qualitatively. Findings indicated that preservice teacher integrated issues of cultural and linguistic diversity into their perspectives minimally. Linguistic diversity was more integrated than cultural diversity. Their perspectives included less integration of …