Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction,
2015
Rochester Institute of Technology
Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser
Journal of Science Education for Students with Disabilities
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot,
2015
Rochester Institute of Technology/National Technical Insitute for the Deaf
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
Journal of Science Education for Students with Disabilities
Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …
Learning From Finland: A Book Review,
2015
California State University - San Bernardino
Learning From Finland: A Book Review, John M. Winslade
Journal of Critical Issues in Educational Practice
A review of Pasi Sahlberg’s (2015) Finnish Lessons 2.0: What can the world learn from educational change in Finland (2nd Edn.).
Oregon Reading Instructional Materials And Practices Statewide Survey Executive Summary,
2015
Portland State University
Oregon Reading Instructional Materials And Practices Statewide Survey Executive Summary, Sue Lenski, Dot Mcelhone, Mindy Legard Larson, Maika Yeigh, Carol Lauritzen, Amanda Villagómez, Dennis Davis, Marie Lejeune, Melanie Landon-Hays
Faculty Publications
This study reports the results of a survey of a representative sample of 1,206 K-6 classroom and 7-12 English Language Arts teachers in Oregon to learn 1) what reading instructional materials are currently being used, 2) what reading instructional materials teachers would prefer, 3) what reading instructional materials teachers wanted to have included on the state approved materials list, and 4) what instructional practices teachers use. Results indicated that in grades K-6 basal/core reading programs were the predominant material in use, but that these teachers preferred to use trade books. The majority of grades 7-12 English Language Arts teachers reported …
Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students,
2015
University of Nebraska-Lincoln
Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on …
The Power Of Nature: Developing Prosocial Behavior Toward Nature And Peers Through Nature-Based Activities,
2015
University of Nebraska-Lincoln
The Power Of Nature: Developing Prosocial Behavior Toward Nature And Peers Through Nature-Based Activities, Ibrahim H. Acar, Julia C. Torquati
Department of Child, Youth, and Family Studies: Faculty Publications
An early childhood teacher nurtures children’s perspective taking and respect for another living thing. These interactions happen daily at the Schlitz Audubon Nature Center (SANC) Preschool in Milwaukee, Wisconsin. Experiences like this promote children’s development of prosocial behavior, consistent with the Early Childhood Environmental Education Programs: Guidelines for Excellence (NAAEE 2010). This article examines the research question, How can teachers nurture the development of prosocial behavior for preschool-aged children through nature-based play and activities? To address this question, five researchers (including the second author) conducted 74 running record observations of children’s behavior and social interactions over the course of two …
Successfully Promoting 21st Century Online Research Skills: Interventions In 5th-Grade Classrooms,
2015
Indiana University Kokomo
Successfully Promoting 21st Century Online Research Skills: Interventions In 5th-Grade Classrooms, Tara L. Kingsley, Jerrell C. Cassady, Susan M. Tancock
Reading Horizons: A Journal of Literacy and Language Arts
This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n=418) to a 12-week intervention or control condition. Analyses of the ORCA Elementary-Revised performance prior to intervention revealed significant correlations with traditional measures of reading achievement as well as limited influence from demographic variables. In the primary research question, results demonstrated that the intervention group showed significantly higher gains from pretest to posttest on the measure of online …
Spelling Instruction In The Primary Grades: Teachers’ Beliefs, Practices, And Concerns,
2015
Faculty of Education, Memorial University of Newfoundland
Spelling Instruction In The Primary Grades: Teachers’ Beliefs, Practices, And Concerns, Antoinette Doyle, Jing Zhang, Chris Mattatall
Reading Horizons: A Journal of Literacy and Language Arts
This study examined Canadian teachers’ beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose, reflected an attempt to incorporate both holistic and traditional approaches to instruction. Teachers reported that substantial numbers of children experience difficulty with spelling. They suggested that greater emphasis be placed on defining spelling outcomes in the curriculum, as well as on teacher education and resources for teaching spelling to …
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School,
2015
Transformative Inquiry Design for Effective Schools and Systems
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels
Interdisciplinary Journal of Problem-Based Learning
We explore teachers’ efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and …
The Role Of Perception, Interpretation, And Decision Making In The Development Of Beginning Teachers’ Competence,
2015
University of California, Irvine
The Role Of Perception, Interpretation, And Decision Making In The Development Of Beginning Teachers’ Competence, Rossella Santagata, Cathery Yeh
Education Faculty Articles and Research
This study investigates beginning US elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching. Data are drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of …
How Do We Know A Good Teacher (1948),
2015
Bank Street College of Education
How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder
Bank Street Thinkers
In engagingly simple language, the authors illustrate the many facets of personality and knowledge that make up good teachers and good teaching. They also detail the many reasons why evaluating good teaching is so difficult.
The Bank Street Program: Child Growth And Learning In Social Studies Experiences (1952),
2015
Bank Street College of Education
The Bank Street Program: Child Growth And Learning In Social Studies Experiences (1952), Charlotte B. Winsor
Bank Street Thinkers
"The teachers and psychologists who are the Bank Street group lay no claim to the discovery of any new axioms in educational practice. They have invented no method, no device, no gadget that opens magic doors to learning. What they have done is to establish principles based upon the needs and purposes of children, related to the world in which they live..." This article illustrates a program at City and Country School in which class jobs, such as running the school post office, supply store, and printing shop form the base for social studies experiences. Applying a philosophy similar to …
What Is Bank Street? (1973),
2015
Bank Street College of Education
What Is Bank Street? (1973), Barbara Biber
Bank Street Thinkers
Biber provides an overview of the Bank Street philosophy. She covers the following areas: the School for Children; the Graduate School's preparation of teachers; Bank Street College's broader role in the world of education through its programs for change; and its educational perspective.
The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors,
2015
University of Dayton
The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski
Teacher Education Faculty Publications
There is perhaps no better source to speak about diverse literature than the “insider” authors who have been writing it for years. We were fortunate to speak with three accomplished authors of diverse books for children who invite students into their books—Pat Mora, Kadir Nelson, and Janet Wong. Invited to participate in phone and e-mail interviews based on their reputation for publishing diverse books, each author shares his or her perspective on this timely topic.
Pondering Diversity,
2015
University of Dayton
Pondering Diversity, Mary-Kate Sableski
Teacher Education Faculty Publications
I heard a story on the radio recently about Misty Copeland and Brooklyn Mack, two African American ballet dancers who starred in a production of Swan Lake by the Washington Ballet. It was the first time ever two black dancers starred in the production, and its significance lay in the symbolism inherent in the story of the beautiful white swan that falls in love with the handsome prince.
A Case Study Of Teacher Leadership At An Elementary School,
2015
Sacred Heart University
A Case Study Of Teacher Leadership At An Elementary School, Allison Wills
EDL Sixth Year Theses
The purpose of this research study was to explore the status of teacher leadership at one elementary school. With increased attention on accountability for student achievement, educators have begun to look for ways to take the lead in reform efforts. But, little research has been done to identify why particular teachers emerge as leaders. This study explored the philosophies and leadership behaviors of a group of elementary teachers at Center Trail School. Quantitative and qualitative methods of data were collected using three surveys- Philosophy of Education Inventory, Teacher Leadership Self-Assessment, and Teacher Leadership School Survey- and individual interviews. Descriptive statistics …
Perceptions On Inclusion In Elementary Schools,
2015
Sacred Heart University
Perceptions On Inclusion In Elementary Schools, Rosanne Field
EDL Sixth Year Theses
The purpose of this study was to examine how perceptions on inclusion impact supports of both special needs and regular education students in first grade. In order to grow a stronger understanding of what perceptions are in place, the perception had by teachers and administrations, and their direct impact on supports provided, two first grade classes, two classroom teachers, and one administrator were used to seek the answers we were looking for. This study explored the impact perceptions had on two first grade teachers, one administrator, and the impacts of support on 32 first grade students. Quantitative and qualitative methods …
Teacher Morale, Student Engagement, And Student Achievement Growth In Reading: A Correlational Study,
2015
Gardner-Webb University
Teacher Morale, Student Engagement, And Student Achievement Growth In Reading: A Correlational Study, Jenny T. Sabin
Journal of Organizational & Educational Leadership
This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher Working Conditions Survey, Van Amburg Active Learning Inventory Tool, and the NC End of Grade reading tests, respectively. This study found no significant relationships among the primary variables of teacher morale, student engagement, and student achievement growth. However, significant relationships were found between increasing student engagement and an increase in the number …
Does Mclass Reading 3d Predict Student Reading Proficiency On High-Stakes Assessments?,
2015
Gaston County (NC) Schools
Does Mclass Reading 3d Predict Student Reading Proficiency On High-Stakes Assessments?, Amy S. Bowles
Journal of Organizational & Educational Leadership
This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of the NCEOG. The study was conducted in two parts. Part one utilized quantitative methods to describe the relationship between mClass Reading 3D and NCEOG based on demographic data. Part two utilized quantitative methods to determine the predictability of mClass Reading 3D measures Oral Reading Fluency (ORF) and Text Reading and Comprehension …
Keys To Reducing Summer Regression: The Reader, Routine, And Relationship,
2015
Cleveland County (NC) Schools
Keys To Reducing Summer Regression: The Reader, Routine, And Relationship, Morgan V. Blanton
Journal of Organizational & Educational Leadership
This study utilized a mixed-methods, quasi-experimental design to investigate the impact of parent development and home-based summer reading on summer reading regression (as measured by oral reading fluency) at three Title I elementary schools in North Carolina. Title I parents and students participated in a parent development and communicated throughout the summer. Quantitative and qualitative methods (QUAN-qual) were used to collect and analyze data in order to answer four research questions related to the parent development seminar and reading routines. Quantitative data were collected using a pretest/posttest, reading logs, contact logs, and questionnaires. Qualitative data were collected from the questionnaire …
