Elementary Education Commons^™

Learners' Motivational Response To The Science, Pe, & Me! Curriculum: A Situational Interest Perspective, Senlin Chen, Haichun Sun, Xihe Zhu, Ang Chen, Catherine D. Ennis (Posthumous)

Human Movement Studies & Special Education Faculty Publications

Background: The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of this study was to evaluate students’ motivational response to the SPEM curriculum from the situational interest perspective.

Methods: The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition. Although all students in the 3rd, 4th, and 5th grades in the targeted schools were …

ผลการใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชัน เพื่อส่งเสริมการคิดแก้ปัญหาเชิงสร้างสรรค์ของนักเรียนประถมศึกษา, ปฏิมา คำแก้ว

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยนี้มีวัตถุประสงค์เพื่อ (1) เปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ก่อนและหลังการใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคของกลุ่มทดลอง 1 (2) เปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ก่อนและหลังการใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคร่วมกับการใช้เกมการศึกษาของกลุ่มทดลอง 2 และ (3) เปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์หลังการใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชัน และการใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชันร่วมกับการใช้เกมศึกษาของกลุ่มทดลองกับการใช้ชุดกิจกรรมการเรียนรู้แบบปกติของกลุ่มควบคุม กลุ่มตัวอย่างที่ใช้ในการวิจัย คือ นักเรียนชั้นประถมศึกษาปีที่ 4 โรงเรียนแห่งหนึ่งสังกัดกระทรวงการอุดมศึกษา วิทยาศาสตร์ วิจัยและนวัตกรรม ภาคเรียนที่ 1 ปีการศึกษา 2564 จำนวน 30 คน โดยใช้วิธีการเลือกแบบเจาะจง เครื่องมือที่ใช้ในการเก็บรวบรวมข้อมูล ได้แก่ แบบวัดความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ และแบบบันทึกพฤติกรรมการคิดแก้ปัญหาเชิงสร้างสรรค์ (ระหว่างเรียน) วิเคราะห์ข้อมูลด้วย ค่าเฉลี่ยส่วนเบี่ยงเบนมาตรฐาน การทดสอบค่า t (t-test Dependent) และการทดสอบค่า F (F-test Independent) ผลการวิจัยพบว่า (1) ผลการเปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ก่อนและหลังใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชัน พบว่า หลังใช้สูงกว่าก่อนใช้อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 (2) ผลการเปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ก่อนและหลังใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชันร่วมกับการใช้เกมการศึกษา พบว่า หลังใช้สูงกว่าก่อนใช้อย่างไม่มีนัยสำคัญทางสถิติที่ระดับ .05 (3) ผลการเปรียบเทียบความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์หลังใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชัน และใช้ชุดกิจกรรมการเรียนรู้ตามแนวคิดเกมมิฟิเคชันร่วมกับการใช้เกมศึกษาของกลุ่มทดลองกับการใช้ชุดกิจกรรมการเรียนรู้แบบปกติของกลุ่มควบคุม พบว่า นักเรียนมีความสามารถในการคิดแก้ปัญหาเชิงสร้างสรรค์ต่างกันอย่างไม่มีนัยสำคัญทางสถิติที่ระดับ.05

Training And Support Systems And Their Impact On First-Year Teachers In Kentucky, Ashley E. Dunn

Murray State Theses and Dissertations

This qualitative study surveyed elementary school teachers across the state of Kentucky in regards to these four main concepts: (a) identifying the challenges and needs of FYT, (b) identify and explore the trainings provided to FYT, (c) identify and explore the supports provided to FYT, and (d) identifying what is needed to effectively support FYT. The driving question of the study asked: what are the training and support experiences of first-year K-5 teachers and how can these experiences be improved for future educators? Based on this question, the following hypothesis was created: having been provided comprehensive induction programs, FYT will …

Learning From The History Of Language Oppression: Educators As Agents Of Language Justice, Sandra Rodriguez-Arroyo, Ferial Pearson

Journal of Curriculum, Teaching, Learning and Leadership in Education

There is a long history in this country of language oppression that has led to policies currently in place that affect the way educators are asked to teach. Therefore, educators must understand national and local language policy to know how it affects their students and how they can perform their duties as educators. Even though the U.S. does not have an official language, states have enacted language policies through court decisions and legislation. These policies have led to students being denied access to English as a Second Language (ESL) and bilingual education programs, resources, and accommodations, all of which lead …

Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel

Journal of Catholic Education

Catholic school personnel are increasingly recognizing that many of their students, including students with disabilities, need and benefit from inclusive educational practices. These oftentimes ad hoc practices are motivated by the Catholic identity and mission of the school, as well as the diverse educational needs of students. This article responds to these recognized realities, arguing that Catholic Social Teaching (CST) and the practical reality of academically diverse students requires understanding disability as being unique to each student, though within categories recognized in the Individuals With Disabilities Act (IDEA) that serve as starting points for interventions. CST and the recognition of …

A Framework For All: Building Capacity For Service Delivery In Catholic Schools, Michael Faggella-Luby, Christie Bonfiglio

Journal of Catholic Education

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A …

Using Inquiry To Raise Engagement During Third Grade Instruction, Andrew Ellingson

Dissertations, Theses, and Projects

The purpose of this study is to research the effects that using inquiry-based strategies have on independent reading time engagement and reading achievement for third grade students. The research will begin by identifying the level of engagement and reading achievement of a third-grade class. A third-grade class will receive lessons on using the inquiry process, and then they will be able to take control of their learning and will be able to read and create projects based off what they are interested in. This study will examine if these strategies and options will boost engagement for these third-grade students, which …

Fostering Children’S Academic Development Through Movement-Based Learning Environments, Hannah Martin

Graduate Teacher Education

Abstract

This study investigated how play and movement affect young children’s learning in order to provide educators with teaching strategies that are effective and developmentally appropriate in supporting the whole child. Academics, standardized testing, and school readiness have been buzzwords in education since No Child Left Behind was enacted in 2001. The term “school readiness” has been interpreted to indicate worksheets, memorization, and direct instruction to increase academic scores on standardized tests (Klein, 2015). The Common Core Standards for reading have dramatically increased in recent decades, including the expectation that children leaving kindergarten be comprehensive emergent readers (Carlsson-Paige, Bywater-McLaughlin, & …

Implementing Mindfulness: The Effect On Student Behavior And Focus At The Elementary Level, Brianna Anderson

Dissertations, Theses, and Projects

The practice of mindfulness is being used with increasing regularity in classrooms around the world. Mindfulness is the idea of being present in the moment without thinking about the past or wondering about the future. Teaching students about practicing mindfulness has several components including breathing, seeing, stretching, and listening. Provided is a literature review and research on the positive effects mindfulness has on a students’ ability to focus, self-regulate, and release anxiety and stress in a Title 1 elementary classroom. Analysis of the data showed a decrease in the frequency of off-task behaviors in four out of six students during …

A Book Review On Learner Identity And Beliefs In Efl Writing, Hilal Peker Phd, Metin Torlak M.A.

Journal of English Learner Education

This review focuses on the book Learner Identity and Learner Beliefs in EFL Writing by Olga Majchrzak. The book is one of the edited books in the series of Second Language Learning and Teaching by Miroslav Pawlak from Springer International Publishing. The review addresses the issues that the book explores such as learner identity in foreign language writing, EFL student beliefs, and students’ attitudes about EFL writing as explored by the author. The book could be used by students and researchers focusing on writing and also by writing instructors who would like to have class discussions on how students’ identities …

The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore

Journal of English Learner Education

Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …

From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro

Journal of English Learner Education

This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …

Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce

Journal of English Learner Education

With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …

Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger

Journal of English Learner Education

This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.

Will ‘Single National Curriculum’ Be Able To End Systematic Discrimination Against Religious Minorities In Pakistan?, Bakhtawar Ahmed

MSJ Capstone Projects

Being a bilingual and multiethnic country, Pakistan is a multi-religion state where non-Muslims are a sizable part of the society and many of whom have contributed enormously to its wellbeing as well.

The country's population is overwhelmingly Muslim; therefore, the Islamic education is more dominant in its national curriculum and is also reflected in the customs and traditions.

Therefore, the teachings of Islam and its importance are conveyed to society including non-Muslims.

In a multiethnic, religiously diverse and sectarian state of Pakistan, the protection and delivery of basic human rights have always been a challenging task to be provided by …

Saudi Elementary Mathematics Teachers’ Knowledge For Teaching Fractions, Mona Khalifah A Aladil

Dissertations

Recent reform efforts in Saudi Arabia attend to mathematics instruction with a great deal of emphasis to improve Saudi mathematics education. Studies in different countries have confirmed that teachers’ mathematical knowledge for teaching plays an important role in mathematical quality of instruction and students’ achievement (e.g., Ball, 1990; Baumert et al., 2010; Hill, Rowan, & Ball, 2005). Yet few studies about mathematics teachers’ knowledge for teaching have been conducted in the Saudi context. This study investigates Saudi elementary mathematics teachers’ knowledge for teaching in the content strand of rational numbers with an emphasis on fractions, which is an important step …

Family Perceptions Of Family Engagement: A Qualitative Study To Assist Stakeholders, Candis Ervin

Doctor of Education in Teacher Leadership Dissertations

This qualitative study sought to understand how professional working families with elementary age children perceive family engagement. Through one-on-one interviews, the researcher gained insight on how families define and perceive family engagement. The open-ended, one-on-one, semi-structured interviews included a purposeful sample of 8 participants. An analysis of data included a system of coding to link thoughts across data after reviewing, reflecting, and transcribing interviews. Their rich descriptions provide detailed information that is extremely useful to understanding the complexities of family engagement and its ability to support teachers, students, families and schools.

Findings from the study revealed the importance of families, …

Our Stories, Our Voices: The Lived Experiences Of Black Families With Young Children During Covid-19, Devalin Jackson

Master's Theses

The purpose of this study was to explore the lived experiences of Black families raising young children during shelter in place orders and distance learning due to Covid-19. The study was conducted virtually through Zoom and Google form due to county shelter in place orders. Participants were recruited from the school in which the researcher worked. Through the use of virtual interviews, the five participants highlighted themes of reconnections, isolations, empowerment, family values and conversations. The families shared experiences of resilience and hope and brought thoughts of how these experiences could be highlighted in instructional and curriculum designs; especially during …

Civic Education In South Dakota K-12 Schools: The Effect On Students From K-12 To Adulthood, Katrina Marie Callahan

Honors Thesis

The South Dakota Department of Education (DOE) has emphasized the importance of civic education within the past four years. Since then, they have created various surveys and distributed them to the South Dakota K-12 teachers. This report discusses two surveys that were created for the purpose of helping the DOE in their efforts to increase the impact of civic education within the state and determine whether what they are currently doing is working on their students. The first survey was sent to SD K-12 teachers and the second to University of South Dakota students in order to compare the answers …

The Relationship Between Classroom Distractions And Off-Task Students, Ashton Harrison, Kathryn E. Wojnar

Honors Theses

Classroom distractions occur on a daily basis and prevent students from being fully engaged with their teacher’s instruction. In this session, elementary education candidates discuss the results of a study in which they documented the sources of students’ inattention.