Junior High, Intermediate, Middle School Education and Teaching Commons^™

How To Create A Powerful Creative Brief, Taylor Jones

Goal 2: Life Skills Narrative

This guide provides students a glimpse of what to expect in a professional setting when working on major projects, allowing them to utilize this in their academic careers and to prepare them for the workplace.

Growth Vs Fixed Mindset Program, Alyssa Gehrke

Goal 4: Intrapersonal Intelligence Narrative

It is easy for adolescents, because their lives are full of constant change, to feel like any conflict, challenge, or criticism makes them a failure. However, these are actually opportunities to grow and learn, about oneself and others. They are opportunities to self-reflect, challenge your own assumptions and knowledge, expand your knowledge and skill sets, gain a broader understanding of different perspectives, and develop yourself on an individual level and within a relationship—friends, family, roommates, significant others, professional, and so on. Adapting a growth mindset during adolescence will prepare teens well for college and the professional world ahead of them. …

Translanguaging In World Language Higher Education, Alessia Barbici Wagner

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study …

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

Bringing Brown V. Board Of Education Out Of Retirement, Angela Mae Kupenda

Journal Articles

The decision in the landmark U.S. Supreme Court case Brown v. Board of Education, turns 65 years old in 2019. While 65 is considered to be a normal retirement age, Brown was retired many years ago while it was still just a toddler. As a result, Brown never became all that it could be. Now as Brown turns 65, it is (past) time to bring Brown out of its early, premature retirement. The primary purpose of this commentary is to encourage other professors to think, too, on what we can do individually, and what we must do collectively, to reinvigorate …

Students With Physical Disabilities - Reflections On Their Experiences With Work Preparation Programs, Services And Accommodations In A Higher Education Institution, Claudia Castillo

FIU Electronic Theses and Dissertations

For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.

The purpose of this study …

Brains In Pain Cannot Learn!, Lori Desautels

Scholarship and Professional Work – Education

Educators want nothing more than for our students to feel successful and excited to learn, and to understand the importance of their education. We want our students' attention and respect to match our own. I believe that most if not all of our students desire the same, but walking through our classroom doors are beautifully complex youth who are neurobiologically wired to feel before thinking.

Improving Motivation, Engagement And Differentiation In Lesson Development Using An Interactive White Board: 10-Hour Workshop Cycle Toward Professional Development Certificate, Leslie Lieman, Jenelle Fiori, Naliza Sadik

Publications and Research

The School of Education prepares aspiring teachers for teaching in 21st century classrooms by offering intensive interactive white board training cycles. In designing interactive lessons, the workshop cycle focuses on the pedagogical decision making that can improve classroom teaching and student engagement and understanding.

Geographical Literacy, Attitudes, And Experiences Of Freshman Students: A Qualitative Study At Florida International University, Daniela F. Ottati

FIU Electronic Theses and Dissertations

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.

In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from …

Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.

Boston Writing Project, Glenn Mitchell, Peter Golden

Office of Community Partnerships Posters

The Boston Writing Project focuses on the core mission of improving the teaching of writing and improving the use of writing across the disciplines by offering high-quality professional development programs for educators, at all grade levels, K–16 and across the curriculum.

Survey: Teacher Education In Private Sector, Nelofer Halai

Institute for Educational Development, Karachi

No abstract provided.

Interview Of Thomas J. Wurtenberger, Thomas J. Wurtenberger, Charles D. Muzyczek

All Oral Histories

Thomas J. Wurtenberger was born and raised in the Lower Olney (Feltonville) section of Philadelphia in 1935. He was raised primarily by his mother after the death of his father in 1944. Tom attended North Catholic High School where he took business courses. He did not have aspirations to attend college right out of high school. He was encouraged by a former employer to better himself by going to college and earning a degree. One year after graduation Tom enrolled at La Salle College. He chose La Salle because of its reasonable tuition and proximity to home. Originally Tom desired …

Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy

Professional Development Centre, Gilgit

No abstract provided.

Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain

Institute for Educational Development, Karachi

This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that …

Agent Based Modeling As An Educational Tool, Jonathan H. Fuller, Rodger Johnson, Vic Castillo

STAR Program Research Presentations

Motivation is a key element in high school education. One way to improve motivation and provide content, while helping address critical thinking and problem solving skills, is to have students build and study agent based models in the classroom. This activity visually connects concepts with their applied mathematical representation. “Engaging students in constructing [models] may provide a bridge between frequently disconnected conceptual and mathematical forms of knowledge.” (Levy and Wilensky, 2011)

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …

The Moral Dimension Of Teaching, Affectionate Schools And The Student Drop Out: The Case Study Of A Mountainous Community In Pakistan, Zeenat Shah, Sultan Alam, Sharifullah Baig

Professional Development Centre, Gilgit

This study explored the perceptions, perspectives and viewpoints of the students about the reasons for turning the schools into uninteresting and unaffectionate places for the students eventually leading to the increased drop out ratio. This qualitative study was conducted in four secondary schools, which provide education to the children in four different educational systems of Gilgit- Baltistan, Pakistan. A number of six students from each school and altogether twenty four students were selected as the primary participants of this research. Semi structured interviews were the main tools of data collection. The findings highlighted the ethical, moral and behavioral aspect of …

Who Wants To Be A Physical Education Teacher? A Case Study Of A Non-Traditional Undergraduate Student In A Physical Education Teacher Education Program, Scott M. Ronspies

Faculty Research and Creative Activity

Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one male non-traditional student. Artifacts, observation, and interview methods were employed to gain an understanding of why the participant wanted to become a physical educator and what were the beliefs of the participant about physical education teaching or teachers. Findings indicated the participant was attracted to physical education by his …

Who Wants To Be A Physical Education Teacher? A Case Study Of A Non-Traditional Undergraduate Student In A Physical Education Teacher Education Program, Scott Ronspies

Faculty Research and Creative Activity

Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one male non-traditional student. Artifacts, observation, and interview methods were employed to gain an understanding of why the participant wanted to become a physical educator and what were the beliefs of the participant about physical education teaching or teachers. Findings indicated the participant was attracted to physical education by his …

Changing Perceptions Of Science In Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

The purpose of this bounded single-case study was to explore the understanding of the nature and process of science for undergraduate students at the University of Nebraska-Lincoln (UNL). The study investigated one professor’s methodology to explicitly teach undergraduate students about the nature and process of science, and documented their understanding and perception of science, both pre- and post-course.

Using a mixed method approach, data were collected to provide a better understanding of teaching the nature and process of science. Three main types of data were analyzed: the process of science (TPOS) assessment; survey questions, and the module curriculum.

Participating students …

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Department of Educational Administration: Dissertations, Theses, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …

The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable

Teacher Education

Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).