Elementary Education Commons^™

Examining Teachers' Use Of Adaptive Diagnostic Assessment To Improve Mathematics Teaching And Learning, Dalal H. Alfageh

Graduate Research Theses & Dissertations

This qualitative case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary level mathematics. Specifically, this case study was conducted at some of the leading primary schools in a Midwestern school district. TPACK theory was used as the theoretical framework for this case study to provide an understanding of how the teaching and learning of mathematics occurs in the classroom and the changes that occur due to the implementation of adaptive diagnostic assessments. A survey, individual interviews, a focus group, and journal reflections were used for data collection. The findings of this …

Developing Instructional Technology Standards For Educators: A Design-Based Research Study, Helen Crompton, Carolyn Sykora

Teaching & Learning Faculty Publications

Digital technologies are key tools that can be used to extend and enhance teaching and learning. However, empirical evidence show educators are unclear how to integrate technology and it is often used to support past teaching practices. Designbased research (DBR) involving a grounded theory design was used to construct a set of seven detailed education technology standards to provide guidance on how technology should be integrated and a set of 24 examples as indicators of these standards. This DBR mixed methods approach involved 2429 participants and gathered data from focus groups, surveys, and interviews. The DBR involved two macro cycles …

Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Human Relations Center.

Assessing The Impact Of Teacher Self-Efficacy On Teacher Led Physical Activity, Donovan Willard-Lee Ross

Theses and Dissertations--Education Sciences

Many children are not meeting national physical activity recommendations and are sedentary during the school day. This has led teachers to implement classroom physical activity to increase movement of their students. This dissertation focused on student perceptions of classroom physical activity and teacher self-efficacy to implement it. This dissertation includes three studies focusing on classroom physical activity: (1) student perceptions of classroom physical activity, (2) an examination of the relationship between teacher self-efficacy and implementation of classroom physical activity, and (3) a description of factors related to teacher implementation of classroom physical activity, including methods of implementation and teacher confidence. …

Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative grading reform strategies with supporting evidence are offered, justification for their use explained, and new directions for grading reform initiatives recommended.

Supporting Highly Mobile Literacy Learners : Examining How An Elementary School Provided Support To Mobile Students In An Urban School District, Rebecca L. Benjamin

Legacy Theses & Dissertations (2009 - 2024)

This dissertation explores the academic and social-emotional supports and constraints that impact the literacy learning of highly mobile students in an urban elementary school, utilizing interview, questionnaire, and achievement data from transient students and educational professionals who work with them. It examines a school year of highly mobile student experiences in literacy-learning across a wide range of factors and environments, considering student and educator observations, reflections, and participation, through different schools and across various settings in their current/newest school (in classrooms, at lunch, recess, rehearsals, and specials, working with social or academic service providers, etc.). This study’s theoretical framework was …

Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray

Australian Journal of Teacher Education

Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …

Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert

Australian Journal of Teacher Education

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing …

Achieving Teacher Professional Growth Through Professional Experimentation And Changes In Pedagogical Practices, Tracey Muir, Craig Deed, Damon Thomas, Sherridan Emery

Australian Journal of Teacher Education

To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers’ pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students’ strengths and needs, in order to personalise learning …

The Impact Of Training Teachers In Multiple-Intelligences Instructional Strategies, Mary R. Massey

Theses and Dissertations

This research study outlined a professional-development program for training preschool teachers in Howard Gardner’s theory of multiple intelligences. The program then continued training in practical applications of the theory for instructional use in the classroom. The preschool director and teachers’ perceptions and experiences were documented and provided the data to assess the impact of the training on the instructional strategies demonstrated in the classrooms. Attention was paid to any impact on classroom management, teacher morale, and cohesive instructional vision throughout the school.

The data from this study revealed that the years of experience of the teachers proved to be the …

Lao Pdr: Policy Insights From A Multi-Year Teaching And Learning Study Series, Debbie Wong, Hilary Hollingsworth

Education Analytics Service

The Australian Government is supporting significant education reforms in Lao PDR. This policy note summarises baseline findings on primary school teacher practice and student learning outcomes, at a point just prior to major curriculum changes. Key findings include the need for intensive action on Lao language literacy, targeted teacher training on the new curriculum with a special emphasis on second language learners, and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school. Part of a multi-year study series, the Education Analytics Service is investigating how the Basic Education Quality and Access in Laos program …

Teacher Development Multi-Year Studies. Emerging Themes: Challenges And Enablers, Debbie Wong, Elizabeth Cassity

Education Analytics Service

The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves …

Timor-Leste: Policy Insights From A Multi-Year Teaching And Learning Study Series, Jennie Chainey, Elizabeth Cassity

Education Analytics Service

The Australian Government is supporting significant education reforms in Timor-Leste. This policy note summarises findings on primary school teacher practice and student learning outcomes during the phased introduction of major curriculum changes. Key areas identified for action include the need to promote inclusive classroom practices and address capacity gaps in this area. In addition, establish measures to ensure effective school leadership and school practices continue once the Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA) program support ceases or there are institutional changes. Part of a multi-year study, the Education Analytics Service is investigating how ALMA is making a difference to …

The Effects Of Systematic Manipulation Of Reinforcement Within A Classroom Management System, Amanda Gayle Chavez

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

Research suggests that best practice is for teachers to incorporate evidence-based classroom management strategies into their daily routines to improve student behavior. One aspect crucial to evidence-based practices is the rate at which teachers deliver reinforcement. Though research recommends reinforcement be provided frequently within classroom management systems (Robacker et al., 2016), no objective recommendation exists that assists teachers in delivering it systematically. In this study, a single case withdrawal design was used to analyze the effects of the systematic delivery of reinforcement within ClassDojo on the off-task behavior of three students in a fifth-grade general education classroom. The participating teacher …

Designing An Expressive Writing Unit For Students With Asd In Mind: The Synthesis Of Social-Emotional Learning And Writing Strategy Instruction, Maya Govea

Honors Undergraduate Theses

In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack …

Examining One Teacher's Practices In Supporting Students With Exceptionalities In An Online Setting, Alyson L. Hepler

Honors Undergraduate Theses

This thesis explored how students with exceptionalities learned literacy skills in an online learning environment and how the teacher was supported in the online classroom environment through professional development. Analysis of classroom observations and interviews with a teacher resulted in five findings: (1) There was limited professional development for teaching exceptional education students online. (2) Meeting exceptional student educational needs in the online environment was challenging for the teacher. (3) During the teacher's online lessons, there were some elements of literacy present such as comprehension and real-world examples. (4) The teacher missed out on some key components for literacy development …

Second And Fifth Graders' Use Of Knowledge-Pieces And Knowledge-Structures When Solving Integer Addition Problems, Mahtob Aqazade, Laura Bofferding

Faculty Publications – Mathematics

In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their absolute values, which aligned with students’ whole number knowledge-pieces and knowledge-structure. They sometimes preserved the order of numbers and changed the placement of the negative sign (e.g., −9 + 2 as 9 – 2) and sometimes …

Investigating Outcomes For English Language Learners In Arkansas Better Chance (Abc) Pre-K, Sarah C. Mckenzie, Josh B. Mcgee, Emily Jordan, Charlene A. Reid

Policy Briefs

Students with limited English proficiency face a number of educational challenges, and there are dramatic achievement gaps between these students and their English proficient peers. This brief describes the 3rd, 4th, and 5th grade outcomes of English Language Learner (ELL) students who attend Arkansas Better Chance (ABC) pre-Kindergarten, a state-funded program that is free to income-eligible families. Results indicate that ABC has the potential to improve academic outcomes for ELL students in Arkansas.

Teaching Race Through Multicultural Children's Literature, Kaley Bailey, Maiya Duthoo-Wolpert

Graduate Research Papers

There is considerable confusion in today’s society when it comes to talking about race. In result to this, race talk in schools can be overseen with challenges, leading to problematic conversations, disconnection, and ultimately student disengagement. This study is used by two Elementary educators one an Asian, the other a Caucasian - found in the Midwest, showing how teachers can break that uncomfortable barrier of the topic about race and navigate conversations through multicultural children’s literature books. The study demonstrated how to choose the most effective multicultural children’s literature to share to a classroom of students and how beneficial it …

Inspiring Students To Take Action In Order To Make Positive Change Through The Integration Of Social Studies Themes In Children's Literature, Morgan Ives, Taylor Marsho, Ashtyn Riley, Deidra Rudd

Graduate Research Papers

This study explores the use of children literature to teach social studies concepts within literacy instruction. Fifty-eight kindergarteners and twenty seventh graders, attending four different rural elementary schools, are the participants in this study. All four schools included in the study were racially and ethnically homogeneous, with a majority of the students being White. The study focuses on the effects of limited social studies instruction within all schools and how social studies can be integrated within a literacy time block. The kindergarten general education teachers and the seventh grade English Language Arts teacher provided all of the instruction. The results …