Mirrors Of Learning: Amplifying Engagement And Retention With Culturally Relevant Teaching In 21st-Century Education, 2025 Murray State University
Mirrors Of Learning: Amplifying Engagement And Retention With Culturally Relevant Teaching In 21st-Century Education, Britney Buckner
Honors College Theses
This research investigates the impact of Culturally Relevant Teaching (CRT) on student engagement and information retention, in alignment with 21st-century learning objectives. CRT, which incorporates educational content reflecting the diverse identities of students, fosters a deeper connection to the material and aligns with the fundamental purpose of education in preparing students for societal and global contexts. By mirroring their realities in the curriculum, students are motivated to learn and retain information, recognizing its relevance to their lives. This increased retention is essential for accurately assessing student knowledge against state and national benchmarks, indicative of successful 21st-century education. Furthermore, CRT supports …
Syllabus For Social Foundations Of Education, 2024 Kingsborough Community College CUNY
Syllabus For Social Foundations Of Education, Laura Kates
Open Educational Resources
No abstract provided.
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, 2024 University of San Diego
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez
Dissertations
Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …
Black Genius: An Achievement Distortion, 2024 University of San Diego
Black Genius: An Achievement Distortion, Brenda Burgo
Dissertations
Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of …
Relocating Early Modern Women: Teaching Margaret Cavendish To A Broader Audience, 2024 University of Denver
Relocating Early Modern Women: Teaching Margaret Cavendish To A Broader Audience, Jennifer Topale
ABO: Interactive Journal for Women in the Arts, 1640-1830
Margaret Cavendish, Duchess of Newcastle, can be called many things: writer, poet, philosopher, woman, Royalist, eccentric rule-breaker, scientific collaborator, utopian thinker, and the list goes on. Unfortunately, access to her writings, typically her The Description of a New World, Called the Blazing World, are often limited in academic settings to courses centered on the seventeenth century, early modern utopian literature, Restoration literature, and possibly an early modern women writers class. Though these are all wonderful course topics, they are often upper-division courses specifically designed for English majors of the early modern period. Limiting Cavendish to only these courses means that …
The Degree Of Inclusion Of Twenty-First Century Skills In The Devel-Oped Science Textbook Of The Eighth Grade In Jordan, 2024 Department of Administration, Curricula and Teaching Methods, College of Educational and Psychological Sciences, Amman Arab University, Jordan
The Degree Of Inclusion Of Twenty-First Century Skills In The Devel-Oped Science Textbook Of The Eighth Grade In Jordan, Jehad A. Almomani, Mo'en S. Alnasraween
An-Najah University Journal for Research - B (Humanities)
The study aimed to show the degree of inclusion of twenty-first century skills in the developed science textbook for the eighth grade, and it adopted the analytical-descriptive method. To achieve the objectives of the study, an instrument for analysing the content was developed. After the reliability and validity of the instrument were verified, the content analysis of the developed science textbook with its first and second parts for the eighth grade of the academic year 2021-2022 by the Ministry of Education in Jordan was conducted. The findings of the study showed that there were differences in the degree of inclusion …
Reinvigorating The Post-Covid Gen Z English Major, 2024 Eastern Kentucky University
Reinvigorating The Post-Covid Gen Z English Major, Gaby Bedetti
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
The decline in English majors has energized instructors to upskill for the post-COVID Gen Z student. Toward that end, this small-scale (n=20), one-semester study of an upper-division literature class identifies the preferred learning styles of English majors at a public comprehensive regional university in Kentucky. The participants represent national English major demographics. The research methods are quantitative and qualitative. Eight figures and an appendix are included. Three guidelines emerge for responding to the needs of Gen Z students: 1) keep communication brief, 2) co-create, and 3) interact in-person. The findings about …
Using An Interrupted Case Study To Engage Undergraduates’ Critical Thinking Style And Enhance Content Knowledge, 2024 Utah State University
Using An Interrupted Case Study To Engage Undergraduates’ Critical Thinking Style And Enhance Content Knowledge, Kelsey Hall, Katherine Starzec
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
The interrupted case study is a structured way to engage students in active learning. Interruptions, or pauses for reflection and discussion scheduled within the case-study presentation, provide students with a chance to collaborate and engage in critical thinking. Critical thinking style, which is a measure of how one tends to think critically, provides insight into how one tackles problem solving. This article describes a pilot project that combined critical-thinking style and an interrupted case study, delivered over a two-class-period time frame, to four college courses. The project’s goals were to assess …
Spring 2024 Introduction, 2024 Utah State University - Eastern
Spring 2024 Introduction, Jason Olsen
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this introduction here.
An introduction to the Spring 2024 issue of the Journal on Empowering Teaching Excellence.
Full Issue: Journal On Empowering Teaching Excellence, Volume 8, Issue 1, Spring 2024, 2024 Utah State University
Full Issue: Journal On Empowering Teaching Excellence, Volume 8, Issue 1, Spring 2024
Journal on Empowering Teaching Excellence
The full-length Spring 2024 issue (Volume 8, Issue 1) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
The Spring 2024 issue presents research and commentary on trends and best practices in higher education, with a focus on public policy implications for literacy instruction, adjusting instructional programs to Generation Z learning preferences in English courses, and increasing students' critical thinking and self-reported ability through an interrupted case study approach.
The Essence Of Christian Paideia For Career Classical Christian Educators: A Hermeneutic Phenomenology, 2024 Liberty University
The Essence Of Christian Paideia For Career Classical Christian Educators: A Hermeneutic Phenomenology, Binnie J. King
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenology was to discover the essence of Christian paideia for career classical Christian educators who make daily curricular decisions at a classical Christian online academy that serves a 2nd-12th grade international student body. A qualitative research design was used to gather data on the experiences of classical Christian educational practitioners when making curricular decisions. The theory that guided this study was Mezirow’s transformational learning theory (TLT), as all manner of teaching and learning attempts transformation to a higher ideal. A hermeneutic phenomenology was employed through the interpretive framework of critical realism to discover the essence …
K-12 Teachers’ Experience With Professional Development On Implementing Intervention For Cognitive Reading Disorders And Dyslexia: A Qualitative Hermeneutic Phenomenological Study, 2024 Liberty University
K-12 Teachers’ Experience With Professional Development On Implementing Intervention For Cognitive Reading Disorders And Dyslexia: A Qualitative Hermeneutic Phenomenological Study, Rosemary Balestieri
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to …
From Classroom To College: The Impact Of Educators Of Color On Long-Term Commitment Of Students Of Color, 2024 Dominican University of California
From Classroom To College: The Impact Of Educators Of Color On Long-Term Commitment Of Students Of Color, Haley Hayes
Education | Master's Theses
Research has shown that educators of color are essential for students of color to feel a sense of belonging and acceptance in their early developmental stages of education. According to Morgan (2019), “the findings of a recent study supported the idea that assigning teachers of color the same race leads to an increase in positive subjective assessments with regard to behavior and skills” (p.158). Prior research has considered issues that prevent people of color from becoming educators and/or remaining in the field, while also considering the environment and tools needed for educators of color to be successful in their jobs. …
Reconceptualizing Democratic Citizenship: Meeting Our Civic Obligations. A Book Review Of The Bill Of Obligations: The Ten Habits Of Good Citizenship, 2024 Binghamton University
Reconceptualizing Democratic Citizenship: Meeting Our Civic Obligations. A Book Review Of The Bill Of Obligations: The Ten Habits Of Good Citizenship, James J. Carpenter
Democracy and Education
The greatest threat to American democracy is the failure of Americans to fulfill 10 critical obligations of citizenship. This book is a call to action that also stresses the importance of a democratic civic education.
Educating For Equitable Voting, 2024 University of Illinois, Springfield
Educating For Equitable Voting, Leah M. Bueso, Erica R. Hodgin, Joseph Kahne, Abby Kiesa
Democracy and Education
Voting instruction typically provided to students is focused on educating for informed voting, but we believe it is essential that schools educate for informed and equitable voting. Indeed, in a well-functioning democratic society, participants need to be prepared to engage in critical, but civil, discourse with and about people who look and think differently from themselves, which necessitates learning about issues of equity. Drawing on the efforts of 20 in-service educators to promote equitable voting ahead of the 2020 election, this study examines the ways in which participants incorporated issues of equity into their instruction and the conditions that supported …
Agonism In A Classroom Discussion On Strindberg's Miss Julie, 2024 Uppsala University
Agonism In A Classroom Discussion On Strindberg's Miss Julie, Emma N. Tysklind, Linn Areskoug, Eva Hultin
Democracy and Education
In many parts of the world, researchers and policymakers alike report possible threats to democracy and its institutions. Accounts in the media of hatred and threats aimed at people taking part in public discourse, and of a polarized political debate, raise general questions about the current state and future of democratic dialogue and processes. Solutions are sought, by both research and policy, in the educational context. Some researchers have turned to the agonistic theory proposed by Chantal Mouffe, highlighting the democratic role of conflict and dissent. Empirical research on agonism in education is, however, scarce. In this article, we explore …
A Content Analysis: Girls And Young Women In Computer Science, 2024 Seton Hall University
A Content Analysis: Girls And Young Women In Computer Science, Wilma Ann Anderson
Seton Hall University Dissertations and Theses (ETDs)
The national conversation about STEM education continues. While math and science have been a constant in K–12 and higher education, curriculum in technology and engineering have not been consistently part of the tapestry of American education. As such, there is a dearth of qualified candidates for the ever-growing number of computer science and engineering career opportunities. Prevailing stereotypes that depict the typical workforce in these industries as White and male contribute to the lack of representation of other groups. This study focused on the representation of girls and young women in computer science between the years of 2005–2018. Data tracking …
How Do We Get These Kids Reading? Supporting Readerly Identity In Secondary English Classrooms, 2024 Oakland ISD
How Do We Get These Kids Reading? Supporting Readerly Identity In Secondary English Classrooms, Jenelle Williams, Jay Haffner
Michigan Reading Journal
In this article, we aim to clarify the specialized purposes for reading in secondary English language arts (ELA) classes. We will suggest ways ELA teachers can help build (or repair) students’ readerly identities while also ensuring they graduate with the necessary skill sets to transfer their knowledge into further studies, careers, and lifelong pleasure reading.
Blended Genres: Pairing Picturebooks And Poems Across The Curriculum, 2024 Kent State University
Blended Genres: Pairing Picturebooks And Poems Across The Curriculum, William P. Bintz
Michigan Reading Journal
Abstract
This article reports on an action research project conducted by a teacher educator in literacy education as part of a graduate course entitled Reading and Writing across the Content Areas. The purpose of the project was to actively engage graduate students, all of whom were pre-service and in-service teachers, in a course-related project in which students developed and implemented blended genres across the curriculum. It begins by situating blended genres within the traditional notion of paired text as a curricular resource and instructional strategy to support the process of intertextuality. It provides a brief overview of the course-related …
Methods And Variability In Physician Associate Student Advocacy Education, 2024 University of the Pacific
Methods And Variability In Physician Associate Student Advocacy Education, Jason P. Prevelige, Lindsay Gietzen
Pacific Journal of Health
Objective: To assess the current practices of PA programs pertaining to how advocacy education is taught to their students and to determine differences among the programs.
Methods: PA program directors were interviewed about advocacy education including time allotted, when it is provided, learning objectives, source materials, teaching methods, determination of competency, and tracking of student advocacy participation after graduation.
Results: All noted that advocacy education is important, however meaningful, in-depth, instruction can be limited for a variety of reasons. Such reasons include limited educational time to ensure that a sizeable set of standards is met, limited access …