The Impact Of The Covid-19 School Shutdown On Standardized Test Scores In Rural And Nonrural Areas,
2026
Antioch University
The Impact Of The Covid-19 School Shutdown On Standardized Test Scores In Rural And Nonrural Areas, Cory Laflamme
Antioch University Dissertations & Theses
The novel Coronavirus of 2019 (COVID-19; Gillings School of Global Public Health, n.d.) caused an extensive disruption of education systems worldwide. Elementary and secondary schools began to close to students and staff to protect them from potential exposure to the virus (Masonbrink & Hurley, 2020). Nearly 1.6 billion students in over 200 countries had their learning impacted on some level, causing changes in traditional educational practices (Pokhrel & Chhetri, 2021). One profound change in educational practice was the shift from face-to-face learning to online learning alternatives. Using the State of New Hampshire data allowed for a unique analysis of how …
Investigating The Impact Of School Leaders’ Leadership Style And Teachers’ Intrinsic Motivation For Improved Science Instruction In Elementary Schools,
2026
University of Central Florida
Investigating The Impact Of School Leaders’ Leadership Style And Teachers’ Intrinsic Motivation For Improved Science Instruction In Elementary Schools, Leila M. Greene
Graduate Studies Theses and Dissertations 2026
A report by the National Academies of Sciences, Engineering, and Medicine, determined that 69% of U.S. elementary teachers are not prepared to teach science, especially in the areas of earth/space and physical sciences. As a result, some elementary teachers avoid teaching science. School administrators play a key role in providing a supportive environment to inspire and motivate elementary science teachers. For this reason, the study utilized the Self-Determination Theory (SDT), to examine three types of school leadership styles (Transformational, Transactional, and Laissez-Faire) and how they impact the intrinsic motivation for elementary science teachers in three areas including autonomy, competency, and …
Improving The Quality Of Physics Practice,
2026
Minnesota State University, Mankato
Improving The Quality Of Physics Practice, Wyatt W. Thompson
All Graduate Theses, Dissertations, and Other Capstone Projects
This case study started with personal observations and experiences. As a lab teaching assistant, I observed on many occasions that students do not like their current homework platforms, often venting to me about their frustrations during lab time. As a student, I shared similar sentiments with them. To develop a possible solution to these observations, a theory of reasoning was chosen as the foundation. The heuristic-analytic theory of reasoning (HATR) suggests that people present an epistemic model (beliefs and ideas about a phenomenon) through a heuristic process (generation from memory) and engage in an analytic process to validate the epistemic …
Explainable Ai-Driven Predictive Maintenance Curriculum For Smart Manufacturing,
2026
Old Dominion University
Explainable Ai-Driven Predictive Maintenance Curriculum For Smart Manufacturing, Abdullah Al Mamun, Murat Kuzlu, Katherine Smith, Vukica Jovanovic, Dalya Ismael, Adel El-Shahat, Angela Sicaja, Md. Hedayetul Islam Chy
Engineering Technology Faculty Publications
Nowadays, Industry 4.0 has transformed manufacturing industries into a data-rich system driven by IoT, automation, and Artificial Intelligence (AI). Within this context, Predictive Maintenance (PdM) provides a proactive strategy that leverages heterogeneous sensor data such as vibration, acoustic, electrical, and visual signals along with historical performance and advanced analytics to forecast equipment failures before they occur. Usually, AI-driven PdM (AI-PdM) enhances this capability by integrating AI-based sensor analytics to automate fault prediction and optimize system reliability. However, traditional AI-PdM often functions as a “black box,” providing limited interpretability of its decision-making process and posing challenges for trust, validation, and human …
Professional Identity Exploration And Commitment Development By Stem Undergraduates From Underrepresented Groups During Near-Peer Mentoring,
2026
Old Dominion University
Professional Identity Exploration And Commitment Development By Stem Undergraduates From Underrepresented Groups During Near-Peer Mentoring, Joseph A. Brobst, Joanna K. Garner, David Hartenstine, Perry Fizzano
Center for Educational Partnerships Publications
This study examines near-peer mentoring as a context for professional identity development by undergraduates from groups that are underrepresented in STEM higher education. Mentees were students in a computer science/mathematics‑focused scholarship program, with a two-tiered near-peer mentoring component that paired 1st-2nd‑year undergraduate mentees with 3rd-4th year mentors and 3rd-4th year mentees with early‑career professional mentors. We analyzed mentoring conversation summaries from three mentor–mentee pairs, spanning one academic year. Mentoring relationships provided safe spaces for students’ professional identity exploration and the development of commitments toward career paths and life goals. Across all cases, conversation summaries …
The Effect Of Stem Learning Experiences On Stem Semantic Awareness And 21st-Century Learner Skills Of Prospective Primary School Teachers,
2026
Eskişehir Osmangazi University
The Effect Of Stem Learning Experiences On Stem Semantic Awareness And 21st-Century Learner Skills Of Prospective Primary School Teachers, Ahmet Oğuz Akçay, Mehmet Arif Bozan, Engin Karahan
Australian Journal of Teacher Education
STEM awareness and 21st-century skills are recognized as two interrelated dimensions critical for the modern pedagogical competencies of pre-service teachers. This study examines how STEM learning experiences affect pre-service primary school teachers’ STEM semantic awareness and 21st-century learner skills. STEM activities were implemented for six weeks with pre-service primary school teachers. The research was designed using a convergent mixed-methods approach. The study included 21 prospective primary school teachers who volunteered to participate. The “STEM Semantic Awareness Scale,” “21st-Century Learner Skills Use Scale,” participant journals, and semi-structured interviews were used as data collection tools. The …
Misconceptions Among Grade Ix Students Regarding The Conservation Of Mass During Combustion At Norbugang Central School In Bhutan,
2026
Ministry of Education and Skill Development
Misconceptions Among Grade Ix Students Regarding The Conservation Of Mass During Combustion At Norbugang Central School In Bhutan, Damcho Gyeltshen
Australian Journal of Teacher Education
This study investigated misconceptions about the conservation of mass among Grade IX students at Norbugang Central School, Bhutan, and examined the effectiveness of two theory-driven instructional strategies: the Conceptual Change Model (CCM) and the Predict, Explain, Observe, Explain (PEOE) approach. A quasi-experimental pre-test post-test control group design was employed with 100 students. A ten-item double-tier diagnostic test elicited students’ responses and reasoning, complemented by semi-structured interviews. Quantitative data were analysed using frequencies, paired-sample t-tests, and Cohen’s d, while qualitative data were analysed thematically. Findings indicated that the experimental group achieved a significant reduction in misconceptions, particularly for observable open-system combustion, …
Collaborative Problem-Solving (Cps) In Supporting Critical Thinking Skills: A Case Study On Quadratic Function Material,
2026
STKIP PGRI Bangkalan
Collaborative Problem-Solving (Cps) In Supporting Critical Thinking Skills: A Case Study On Quadratic Function Material, Buaddin Hasan, Arif Hidayatul Khusna
Australian Journal of Teacher Education
Theoretically, CPS can support students' critical thinking skills. However, more in-depth research is needed on how CPS can support students' critical thinking skills. This research aims to describe CPS in supporting students' critical thinking skills. Participants in this research were 24 10th-grade students consisting of 14 female students and ten male students. The 24 participants were then formed into 12 groups, with one group of two students. Data was collected by asking groups to solve a quadratic function problem. The research results show that CPS can support students' critical thinking skills because it provides opportunities for students to negotiate with …
Pedagogical Moves For Provoking Prospective Teachers’ Intellectual Needs While Connecting Abstract Algebra And Secondary Mathematics,
2026
The University of Texas Rio Grande Valley
Pedagogical Moves For Provoking Prospective Teachers’ Intellectual Needs While Connecting Abstract Algebra And Secondary Mathematics, Kaitlyn Stephens Serbin, Estrella Johnson, Sthefanía Espinosa
School of Mathematical & Statistical Sciences Faculty Publications
Researchers have exhibited ways in which prospective secondary mathematics teachers can connect content from abstract algebra with secondary mathematics in ways that reshape their understanding of secondary mathematics and thereby support their teaching of that content. However, there has been very little research done on what mathematics teacher educators can do in the classroom to help prospective teachers make connections between abstract algebra and secondary algebra in ways that support such reshaping. This study focuses on a mathematics teacher educator who guided a class of prospective teachers to connect properties of algebraic structures with equation-solving procedures by directing their focus …
A Conceptual Framework For Cognitive Engagement And Human Agency In Ai-Mediated Learning,
2026
The University of Texas Rio Grande Valley
A Conceptual Framework For Cognitive Engagement And Human Agency In Ai-Mediated Learning, Sam Rhodes, Zuhal Yilmaz, Terrie Galanti, Younggon Bae, Victoria Delaney, Zareen Gul Aga, Stephen Hutt
School of Mathematical & Statistical Sciences Faculty Publications
The purpose of this chapter is to propose a conceptual framework that unpacks AI use in instructional practice across three interrelated dimensions: human agency, cognitive demand, and AI orchestration. We ground this work in historical perspectives on technology's mediating role in education. We then propose the conceptual framework and three characterizations of the use of AI in school instruction: cognitive load reducer, cognitive capacity builder, and cognitive companion. We then illustrate a worked example of each, including a curricular example and sample student prompts, and conclude with questions that educators might ask themselves as they consider if and how to …
Using A Study Journal To Support Class Engagement And The Development Of Entrepreneurial Mindset Habits,
2026
Old Dominion University
Using A Study Journal To Support Class Engagement And The Development Of Entrepreneurial Mindset Habits, Otilia Popescu, Dimitrie C. Popescu
Engineering Technology Faculty Publications
Engineering Technology programs were historically introduced to support non-traditional students and offer college pathways for students working and having already a developing career. This is even more true in the current academic environment, with a large percentage of students enrolled in engineering technology programs being either fully or part-time employed, active or retired military, and at different stages in their lives, usually with families to care for. Often, non-traditional students attend classes online, either synchronously or even more often asynchronously, due to their schedule constraints. Course instructors regularly face schedule or time management constraints from the students’ side, and they …
Contextual Influences On Algebra 1 Achievement In Florida: A Multilevel Analysis Of Fsa Data And Policy Implications For B.E.S.T.,
2026
University of Central Florida
Contextual Influences On Algebra 1 Achievement In Florida: A Multilevel Analysis Of Fsa Data And Policy Implications For B.E.S.T., Alberto Leiro Jr
Graduate Studies Theses and Dissertations 2026
This study examined how school-level and district-level contextual factors are associated with Algebra 1 achievement in Florida using a multilevel modeling framework. Drawing on statewide publicly available data from the Florida Standards Assessments (FSA), the analysis included schools nested within districts to account for the hierarchical structure of educational data. School-level predictors included absenteeism, economic disadvantage, English language learner status, student mobility, and the proportion of students with disabilities, while district-level variables included poverty and crime rates. Results from the null model indicated that a meaningful proportion of variance in Algebra 1 achievement was attributable to differences among districts, supporting …
The Perceptions Of Instructional Coaching On Teacher Efficacy And Retention In Elementary Schools,
2026
University of Central Florida
The Perceptions Of Instructional Coaching On Teacher Efficacy And Retention In Elementary Schools, Stephanie Lucas
Graduate Studies Theses and Dissertations 2026
Administrators in a large school district in Central Florida encountered challenges regarding teacher retention and sustainability. Flite STEM coaching, a new instructional coaching model, was developed to support teachers in hopes of reducing those challenges. This model includes coaching cycles that encouraged collaboration and reflective thinking aligned with professional learning. This qualitative study focused on implementing the Flite STEM coaching model with teachers and instructional coaches. The coaching cycle consisted of the following: 1) a pre-observation conference, 2) video observation, 3) post-observation conference with feedback, and 4) a professional learning opportunity. It included DebriefScape Observation Dashboard resources to collect and …
The Strategic Competence Of Secondary Mathematics Teachers Solving Algebraic Word Problems,
2026
Edith Cowan University
The Strategic Competence Of Secondary Mathematics Teachers Solving Algebraic Word Problems, Vesife Hatisaru, Steven Richardson, Helen Chick, John Sevier
Research outputs 2022 to 2026
We examined the strategic competence of 22 secondary mathematics teachers by considering their solutions to an algebraic word problem involving simultaneous equations. The analyses have shown that although the majority could solve the problem, the strategic competence of the participants varied, with some teachers having greater fluency with an algebraic solution, and the others less likely to address simultaneity. Overall, many of the teachers had relatively limited capacity to identify additional solution approaches. The study highlights the usefulness of a strategic competence scheme with key indicators that may reveal areas for further teacher development, with the specific findings suggesting the …
Professional Development To Inspire, Support, And Extend Stem-Related Learning,
2026
Edith Cowan University
Professional Development To Inspire, Support, And Extend Stem-Related Learning, Somayeh Ba Akhlagh, Asma Hulayyil Aljohani, Maryam Jamal Alharthi, Nahla Mahmoud Gahwaji, Nouf Mohammed Albadi, Marianne Knaus
Research outputs 2022 to 2026
The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach …
Praxis: The Missing Theory To Practice Link In Maximising Early Childhood Science Opportunities,
2026
Edith Cowan University
Praxis: The Missing Theory To Practice Link In Maximising Early Childhood Science Opportunities, Pauline Roberts, Patricia R. Collins
Research outputs 2022 to 2026
Science teaching in early years contexts has been identified as deficient due to poor educator confidence, lack of content knowledge, or minimal opportunities being made available for science experiences. To identify strategies to counteract these factors, this study explored how these deficiencies are enacted in learning contexts by examining the beliefs and practices of educators across three early learning sites. The focus of this study was threefold: to gather the perception of educators in relation to early childhood science; explore the learning environments; and observe the interactions facilitated by the educators to develop scientific knowledge and skills for young children. …
Editors’ Reflections: Insights On The Role Of Approximations In Practice-Based Mathematics Teacher Education,
2025
University of Kentucky
Editors’ Reflections: Insights On The Role Of Approximations In Practice-Based Mathematics Teacher Education, Bima Sapkota, Heather Howell, Liza Bondurant, Carrie Wilkerson Lee
Publications
In this colloquium, we will present six years of collaborative research on approximations of practice in mathematics teacher education, exploring how these approximations shape teacher preparation and addressing issues of equity and authenticity in instructional design. Foci include past findings, current challenges, and future directions, drawing from the recently published book edited by the colloquium leaders: Promoting Equity in Approximations of Practice for Mathematics Teachers. Participants will engage in critical conversations on bridging research and practice, with opportunities to join ongoing collaborations.
Equity Vignettes: A Practice-Based Resource,
2025
Mississippi State University
Equity Vignettes: A Practice-Based Resource, Liza Bondurant, Jane Wilburne, Dana Franz
Publications
Mathematics teachers have the power and responsibility to center equity in their teaching practices. Yet their framings and mindsets about equity can impact whether and how they use equitable teaching practices. In this manuscript, we describe how secondary mathematics teacher candidates responded to two equity vignettes focused on (1) gender identity and (2) race and tracking. We wrote these vignettes to expose candidates to situations they may encounter and decisions they may need to make as mathematics teachers. The purpose of this study was to explore the teacher candidates’ beliefs. We use the FAIR Framework and the Educator Mindsets for …
Analysis Of Students' Problem-Solving Skills In Work And Energy Based On Gender,
2025
Universitas Halu Oleo, Indonesia
Analysis Of Students' Problem-Solving Skills In Work And Energy Based On Gender, Miftahuljannah Muslimin
Jurnal Pendidikan Sains
This study analyzes students’ problem-solving skills on Work and Energy using a quantitative descriptive design, profiling performance across five indicators without causal claims. Participants were 85 students from SMA Negeri 1 Barru, South Sulawesi (30 males, 55 females) who answered five essay items scored on useful description, physics approach, specific application, mathematical procedure, and logical progression. Overall means were 57.73 (females) and 60.73 (males); an independent t-test showed p = .333 > .05 with Cohen’s d = 0.22 (small), indicating no meaningful overall difference. By indicator, ANOVA showed no gender differences (α > .05) except for logical progression (p = .029). …
Future Teachers’ Views On Their Science Teachers: A Case Of Turkey,
2025
Department of Science Teaching at Artvin Coruh University, School of Education, Artvin, Turkey
Future Teachers’ Views On Their Science Teachers: A Case Of Turkey, Mehmet Karakaş
The Qualitative Report
Here future elementary and middle school teachers reflect on their experiences with science teachers encountered throughout their education and highlight their characteristics. The aim of the study was to create a program where teachers were given the explicit opportunity to reflect on their experiences through journaling that promoted reflective thought. Participants were 173 non-science and 120 science major prospective teachers enrolled in a small university in northeastern Turkey. Data were collected using document analysis. Findings show that effective science teachers do experiments, use teaching materials, and show special interest in students; also, their positive personality affected students’ positive attitude towards …
