Secondary Education Commons^™

Advanced Placement Course-Taking And Act Testing Outcomes In Arkansas, Jessica S. Goldstein, Sarah C. Mckenzie

Arkansas Education Reports

This report examines trends in Advanced Placement (AP) course-taking in Arkansas. The AP program allows students to access college-level content while still enrolled in high school. Using de-identified student-level data from 2015-16 to 2017-18 from the Arkansas Department of Education, this research investigates whether students who take AP courses demonstrate better college readiness and examines how these trends vary for different demographic and socioeconomic groups throughout the state. While we cannot estimate the causal effect of AP coursework on student outcomes, this study presents key findings related to the Advanced Placement program which are relevant to policymakers and educators in …

A Framework And Resources For Measuring Student Needs And Development During Remote And Blended Learning, Ginger M. Reynolds

Practitioner Toolkits and Resources

No abstract provided.

Test-Optional Policies: Implementation Impact On Undergraduate Admissions And Enrollment, Christina Pellegrino

Seton Hall University Dissertations and Theses (ETDs)

This study examines national colleges and universities that have de-emphasized or eliminated standardized test scores and have implemented test-optional policies for undergraduate admissions. The phrase “standardized test(s)” in this study refers to the ACT and the SAT examinations. The study investigates the test-optional admissions trend and provides a “pre-post" quantitative analysis of test-optional policy effects on the number of admitted students, applications, acceptance rates, and the enrollment of Pell Grant recipients and underrepresented minority groups. The study also includes a qualitative summative analysis pertaining to the institutional framing of test-optional policies. The quasi-experimental research design utilizes difference-in-differences regression of cross-sectional, …

Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack

Occasional Paper Series

This article describes a unit implemented in a ninth-grade English classroom using the young adult novel, All American Boys (Reynolds & Keily, 2015) to explore issues of police brutality, privilege, and racism. Pedagogical activities are offered alongside a critical reflection of the unit as the author explores difficult moments while teaching. Implications for English educators and currently practicing ELA teachers are provided with suggestions on how to revise the unit to center on exploring the systematic oppression of people of color.

Engaging Students In The Virtual Classroom: A Mixed-Methods Study Of Teacher Leaders Creating Connections Through Virtual Learning Communities, Michaine Suzanne Ashley

Electronic Theses and Dissertations

The core problem that drove this study was high attrition rates and low student academic growth in virtual students when compared to their brick and mortar peers. To investigate this issue, the study focused on one issue related to the core problem: student engagement. The purpose of the study was to determine what pedagogical practices and instructional strategies were utilized by teachers in their virtual learning communities (VCLs) in order to engage students in the virtual classroom. This explanatory-sequential, mixed methods, single case study was conducted through the collection of archival data and through a teacher questionnaire and follow up …

Developing Self-Regulated Learning Behaviors In Online Learning Environments - A Conceptual Framework For Inclusion, Robert Cobb Jr

Journal of Research Initiatives

This paper outlines the conceptual framework of an inclusion initiative for programs serving secondary students from economically challenged communities. It proposes the use of distance learning technologies to afford these students access to learning resources, experiences, and environments in STEM. This paper addresses concerns with a complex duality of environmental factors: the environments in which these students are reared and currently reside; and the alteration to the environments in which they “traditionally” learning. It outlines a process where components participating in the online learning experiences contribute to the development of the motivational and learning strategies to overcome environmental conditions and …

Using Machine Learning Models To Predict Student Retention: Building A State-Wide Early Warning System, Travis Muncie

Morehead State Theses and Dissertations

A thesis presented to the faculty of the Elmer R. Smith College of Business and Technology at Morehead State University in partial fulfillment of the requirements for the Degree of Master of Science by Travis Muncie on October 30, 2020.

Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber

Purdue Journal of Service-Learning and International Engagement

The College of Education Honduras Study Abroad program has been sending students to Honduras for a 17-day investigation of Honduran history, educational systems, and social justice in education since 2003. Honduras is a Central American country with a long history of exploitation, political conflict, and environmental disasters. The country began with a swift and brutal colonization by the Spanish, which left the indigenous people persecuted and massacred. In 1998, Honduras experienced a devastating hurricane that decimated many buildings and infrastructure. Large-scale farming operations run by foreign investors has resulted in political turmoil and a struggling working class. However, Honduras has …

A Comparison Of School Climate Ratings In Urban Alternative And Traditional High Schools, Aaron Perzigian, Michael Braun

Journal of Educational Research and Practice

We investigated whether there are significant differences in ratings of school climate from the perspectives of students, parents, and school staff across four types of urban secondary schools. Data originated from a school climate survey administered in a large urban Midwestern school district to students attending traditional and alternative high schools. We coded all high schools in the sample district into four school types, including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed data using linear mixed-model regression. Results showed statistically significant differences in specific dimensions of school climate across stakeholder groups and the four school types. Analysis of student …

(De)Valuing Multimodality: Exploring One Teacher-Writer’S Uneven Development In A Multimodal Composition Course, Mike P. Cook, Brandon Sams

Teaching/Writing: The Journal of Writing Teacher Education

This paper examines the learning experiences and identity development of one ELA pre-service teacher (Elise) in a multimodal composition course. The authors rely on single-case study methods to understand Elise’s multimodal compositions and reflections across the semester. This inquiry asks: a) In what ways does a multimodal literacy course influence PSTs' views of and positions on multimodal literacy instruction? b) What influence does a course focused on multimodal literacy/composing have on the identity development of ELA/writing teachers? c) What prior experiences and understandings facilitate or prevent PSTs uptake of multimodal concepts? Findings detail 1) how Elise at once valued and …

Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell

Teaching/Writing: The Journal of Writing Teacher Education

Starting from the question of how high school and college writing teachers and teacher educators understand and represent what happens in each others' spaces, this meta-analysis establishes a baseline taxonomy of the ways in which we cross the divide. Combing through literature published in representative high school and college English professional journals since the introduction of the Common Core State Standards (CCSS) in 2010, this analysis finds five thematic clusters of how writing instructors understand and represent each other across the high school-college divide: (a) document analysis of the CCSS and the Framework for Success in Postsecondary Writing; (b) studies …

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …

Reflections On Bodies And Absences In The Covid-19 Interregnum, Matthew Weinstein

Northwest Journal of Teacher Education

This is a meditation on the role of absence during the COVID-19, especially the ways absences are felt and experienced. It explores the roles of bodies as both symbols and material. Bodies are both thought through the logic of borders and difference but also as the raw resources of scientific investigations. This is all examined within and against “education” both in my and in my students’ (pre and in-service teachers) classes and our anxieties of not knowing the what or how we of our jobs in these conditions.

A Vision For Change. A Book Review Of Questioning Allegiance: Resituating Civic Education, Sherri Sklarwitz

Democracy & Education

In a time where global tensions are running high and productive dialogue on conflict resolution feels difficult to come by, Questioning Allegiance: Resituating Civic Education (2019) provides a rousing and well-researched manifesto to provide a compelling argument for creating a global system of civic education that will teach people to live together in a way that leads to positive social change.

Writing That Counts: Grounding A Critique Of The Common Core English Language Arts Standards In Classroom Memories, Katie Nagrotsky, Anaisbely Franjul Grullon

Democracy & Education

The authors of this article call upon classroom memories to demonstrate the harm of the standardized testing apparatus in the English Language Arts (ELA) classroom. Goal setting under the Every Student Succeeds Act (ESSA) has led to targeted school intervention based on metrics, and many states have chosen to double down on standardized ELA and math test data to determine the quality of a school, student learning, and teacher effectiveness. The authors argue that the assessments associated with the ELA Common Core State Standards (CCSS) are harmful to all students, and particularly students from marginalized communities whose literacies are not …

Supporting Students To Read Complex Texts On Civic Issues: The Role Of Scaffolded Reading Instruction In Democratic Education, Shira Eve Epstein

Democracy & Education

This paper discusses the role of scaffolded reading instruction in democratic education. Focusing on a case study of a high school civic unit on the Syrian civil war and refugee crisis, it argues the importance of such reading instruction. Students noted the challenges they experienced when reading complex texts on the topic. Yet, scaffolded reading activities that helped students interpret and respond to the texts yielded student engagement with disciplinary material and were praised by the students. This paper illustrates the use of such supports and discusses the ramifications of their absence.

Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough

Michigan Reading Journal

No abstract provided.

Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams

Michigan Reading Journal

In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in …

I Wrote My Way Out, Sharon Murchie

Michigan Reading Journal

When the pandemic caused schools to close, I challenged myself to write a blog post a day about the experience. I had expected to write funny posts about the ridiculousness of the entire situation, sheltering-in-place in a too-small space with too many people. Instead, I wrote about that and so much more. Throughout this journaling experience, I came to several realizations about me, about my students, about my family, about my profession, about our state, and about our country.

درجة اتقان معلمي الفيزياء للمهارات المخبرية اللازمة لتدريس الفيزياء للصف العاشر الأساسي في الأردن, Omran Darabse

Al Jinan الجنان

هدفت الدراسة إلى تحديد درجة إتقان معلمي الفيزياء للمهارات المخبرية اللازمة لتدريس الفيزياء للصف العاشر، ومعرفة وجود فروق في درجة الإتقان تعزى لمتغير الخبرة في التدريس، حيث اتبعت الدراسة المنهج الوصفي التحليلي، وبتحقيق أهداف الدراسة تم تصميم بطاقة ملاحظة مكونة من (34) مهارة موزعة على خمس مجالات. وتم تطبيق الدراسة على عينة مكونة من (45) معلما ومعلمة اختيرت بالطريقة القصدية من معلمي الفيزياء للصف العاشر في مديرية التربية والتعليم للواء الرمثا/ الأردن.

وأسفرت نتائج الدراسة عما يلي:

إن درجة إتقان معلمي الفيزياء للمهارات المخبرية اللازمة لتدريس الفيزياء للصف العاشر صعيف، وكانت درجة إتقانهم للمهارات المرتبطة بتوليد التيار والقوة الدافعة الحثية …