Education Commons^™

The Flipped Model Classroom Experience For 8th Grade Students Enrolled In Algebra 1: A Case Study, Mary Colclasure

Doctor of Education in Secondary and Middle Grades Education Dissertations

Finding time to teach, assess, and reteach all required standards in an Algebra 1 course made it challenging for me to incorporate student-driven activities designed to engage students in learning mathematics. To address this problem, I changed to a flipped model classroom defined as the switching of the primary place where direct instruction took place from during class to homework. The purpose of this qualitative case study was to reach a deep understanding of my teaching using the flipped model classroom through the lens of student experiences and researcher reflection. This case study was conducted using semi-structured interviews with students, …

The Differential Efects Of Hand-Raising And Digital Response Cards On Active Engagement Of High School Students With Mild To Moderate Disabilities During Literacy Activities, Meredith Davis

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of the study was to investigate how both hand-raising and digital response cards effect student engagement, on-task behavior, and off-task behavior. Academic achievement was also assessed using a high-tech student responses system. An ABAB withdrawal design was used to evaluate the effects among high school students with mild to moderate disabilities during reading lessons. The results showed digital response cards increased active engagement for all participants, but digital response card conditions did not show increased levels of on-task behavior.

Effective Instructional Strategies In Sixth Grade Inclusion Mathematics Classrooms: The Effect Of Active And Passive Engagement On Concept Learning And Opportunity To Learn, Christy Mikolaj

Electronic Theses and Dissertations

The purpose of this mixed-method study focused on the effect of active engagement on opportunity to learn and concept learning among sixth grade special education students participating in the inclusion mathematical setting. By implementing two instructional strategies and using the theoretical frameworks of Vygotsky’s Social Constructivism and Erikson’s Stage of Psychosocial Development of Industry vs. Inferiority, findings showed there was a significant negative relationship between active engagement time during instruction and concept learning. The study showed students with identified needs within an inclusion mathematics setting increased concept learning in both instructional classrooms. Therefore, there was no difference in concept learning …

Meaningful Vocabulary Instruction: Bridging The Way To Comprehension, Joanne Riback

Certificate of Advanced Studies (CAS) in Literacy

Beginning with Hart and Risley’s study that brought to the forefront a significant gap in word knowledge in students from a lower socioeconomic status, the importance of vocabulary instruction has been emphasized. Extensive research has long acknowledged that vocabulary knowledge plays a crucial role in reading comprehension. With the rigorous expectations of the CCSS, vocabulary has become an essential component of instruction. Consequently, this study, utilizing social constructivism as the theoretical framework, focused on determining the most effective strategies to enhance vocabulary instruction in order to bridge the gap between students who struggle with vocabulary learning and those who do …

An Inquiry Into Creating And Supporting Engagement In Online Courses, Robin Hummel, Genevieve Lowry, Troy Pinkney, Laura Zadoff

All Faculty and Staff Papers and Presentations

In this chapter, authors offer what they have discovered about creating and facilitating structures that support active engagement that promote social construction of knowledge in online interactions.

Examining The Effectiveness Of Implementing Orton-Gillingham Reading Intervention On Student Engagement For Elementary Students With Challenging Behaviors., Lauren L. Evanovich

Electronic Theses and Dissertations

Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this dissertation is on the effects of implementation of Orton-Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. This study is a single-subject alternating treatments design across 3 elementary school classrooms, that examined the effects of increasing the rate of teachers’ positive feedback and OTRs on students’ engagement as measured direct observations for students identified with challenging behaviors. Dissertation …

Examining The Role Of Active Student Engagement In High School Arts Courses, Athena Irene Nichols

Walden Dissertations and Doctoral Studies

A primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature--namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school. For this study, active engagement was defined as a process in which the student's interests, efforts, and knowledge culminated in an application of …

Supporting Students In Transition Through The Use Of Touchstone Texts For Literacy Instruction, Deanna Laverick, Kelly Heider

Kelly Heider