High School Earth And Space Science Should Be Taught By Geoscientists,
2017
University of Nebraska-Lincoln
High School Earth And Space Science Should Be Taught By Geoscientists, Elizabeth Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A recent survey of U.S. science teachers’ understanding, perspectives and teaching of climate change — an important earth and space science (ESS) standard included in the new Next Generation Science Standards (NGSS) — revealed that teachers spend an average of only one to two hours per year teaching students about climate change. The survey study’s authors concluded that “[science] teachers may not be very knowledgeable about a wide range of evidence and how climate models work.” However, the authors did not distinguish between qualified ESS teachers and other teachers, like biology, physics or chemistry teachers who might be charged with …
Educating Incarcerated Youth In Illinois: A Blended Learning Model,
2017
National Louis University
Educating Incarcerated Youth In Illinois: A Blended Learning Model, John Sonnenberg
Dissertations
The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different …
“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities,
2017
Gallaudet University
“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut
Journal of Science Education for Students with Disabilities
Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …
The Impact Of The Summarization/Paraphrasing Strategy, Frayer Model, And Student Engagement On Reading Comprehension,
2017
Gardner-Webb University
The Impact Of The Summarization/Paraphrasing Strategy, Frayer Model, And Student Engagement On Reading Comprehension, Yolanda Janiece Reilly
Education Dissertations and Projects
This mixed-methods research examined student achievement in reading comprehension as measured by the North Carolina End-of-Grade Test for Reading Comprehension, and specific reading strategies (Frayer Model & Summarization/Paraphrasing strategy) in Grades 6–8 classrooms. The purpose of this research was to determine if a difference exists in student reading comprehension achievement between students instructed using the Frayer Model and students instructed using the Summarizing/Paraphrasing strategy, when used with fidelity, and which reading strategy students found to be more engaging between the Frayer Model and Summarization/Paraphrasing strategy. Engagement is a major factor in education that impacts achievement in the classroom as well …
A Study Of Student Attitudes And Dispositions Toward The Use Of The Inquiry Method In Teaching Eighth-Grade Social Studies,
2017
Gardner-Webb University
A Study Of Student Attitudes And Dispositions Toward The Use Of The Inquiry Method In Teaching Eighth-Grade Social Studies, Michael George Bolling
Education Dissertations and Projects
Despite a recent emphasis on instruction that utilizes higher level critical thinking skills in middle schools, too many history teachers rely primarily on rote memorization due to state standards that place an emphasis on teaching to a multiple choice standardized test. The difficulty of having to teach copious amounts of information is that it can give rise to the problem of coverage. Teachers feel they must cover massive amounts of material so their students will do well on the standardized test at the end of the school year. This leaves little time for engaging the students in higher level critical …
Middle School Teacher Perspectives Of Ldc In A Rural Southeastern North Carolina School District,
2017
Gardner-Webb University
Middle School Teacher Perspectives Of Ldc In A Rural Southeastern North Carolina School District, Adrain Shavonne Batten
Education Dissertations and Projects
The mixed-method phenomenological study surveyed middle school teacher perceptions of the Literacy Design Collaborative (LDC). The study population consisted of 16 sixth through eighth grade English language arts, science, or social studies teachers. The data for this study were analyzed from the 2011-2012 school year until the 2015-2016 year. The researcher utilized Stufflebeam’s (2003) context, input, process, product (CIPP) model to create the research questions. The following research questions guided the study: (1) To what extent does the LDC model influence middle school teacher decisions in the type of the instructional strategies they choose to use in their classrooms; (2) …
The Perceptions Of Stem From Eighth-Grade African-American Girls In A High Minority Middle School,
2017
Gardner-Webb University
The Perceptions Of Stem From Eighth-Grade African-American Girls In A High Minority Middle School, Lachanda Nichole Hare
Education Dissertations and Projects
Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females’ perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and …
Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access,
2017
University of Southern Maine, Center for Education Policy, Applied Research and Evaluation
Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access, Erika K. Stump, Janet C. Fairman Ph.D., Bernadette Doykos Phd, Paul Fink
Proficiency-Based Education
This report shares research conducted to examine the alignment of proficiency-based diploma systems with college eligibility and admissions requirements as well as identify post-secondary career entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Although participants in this study said they had not received many proficiency-based high …
One-To-One Technology In Middle School Science,
2017
Humboldt State University
One-To-One Technology In Middle School Science, Jenny A. Finnegan
Projects
This paper reports on the ongoing digital implementation of one-to-one digital devices in the middle school science classroom, examining existing goals, the history and use, and offers a professional development course designed to engage teachers to improve their practices. This work examines teacher efficacy in the classroom and highlights teachers’ views on the emerging push for one-to-one student centered learning. Results suggest the importance of methodologies that increase student achievement and reduce teacher driven curriculum. The combination of teacher engagement through professional development and practice promote both teacher and students’ interest and learning goals with the use of one-to-one devices, …
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making,
2017
Montclair State University
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
While making is typically tethered to narratives of entrepreneurship and business, it can provide a gateway to meaningful interaction and deepened understanding of both content and pedagogy. In this article we provide descriptions of two courses—one each at the pre-service and in-service levels—that engage teachers in making and design practices that we hypothesized would inform their pedagogical and curricular thinking. With a focus on the design of new tools to support teaching and learning through the use of human-centered design practices and digital fabrication technologies, these courses have teachers exploring at the intersection of content, pedagogy, and making. Specifically, they …
Instructional Coaching And Its Effects On Middle School Mathematics Teachers’ Perceptions Of Coaching And Content Knowledge: A Mixed Methods Study,
2017
University of Kentucky
Instructional Coaching And Its Effects On Middle School Mathematics Teachers’ Perceptions Of Coaching And Content Knowledge: A Mixed Methods Study, Jamie-Marie Miller
Theses and Dissertations--Education Sciences
Instructional coaching has been a professional learning opportunity that many school districts have employed to support teacher practice. Pairing instructional coaching with on-going workshops is a relatively new approach to professional development. Participants for this study include fourteen middle school teachers that teach either mathematics or collaborate with special needs students. This study examines the effect that pairing instructional coaching with on-going workshops (with a primary focus on proportional reasoning) has on participants’ content knowledge and their perceptions of coaching. Drawing on Wenger’s community of practice theory and post-modern theory of power, this study employs mixed-methods design. Pre- and post-tests …
Teaching As A Career Choice: Triggers And Drivers,
2017
National Institute of Education, Nanyang Technological University, Singapore
Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Australian Journal of Teacher Education
Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the …
Teaching For ‘Historical Understanding’: What Knowledge(S) Do Teachers Need To Teach History?,
2017
Queensland University of Technology
Teaching For ‘Historical Understanding’: What Knowledge(S) Do Teachers Need To Teach History?, Mallihai M. Tambyah
Australian Journal of Teacher Education
Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012 - 2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of ‘historical understanding’ is undermined by two factors – first, teachers' inadequate knowledge of …
Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences,
2017
Hong Kong Baptist University
Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng
Australian Journal of Teacher Education
Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden ‘emotional rules’ are embedded in the teaching practicum. The pre-service teachers’ negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. …
Middle School Teacher Collaboration: The Intersection Of Teacher Domain And Administrative Purview,
2017
Lesley University
Middle School Teacher Collaboration: The Intersection Of Teacher Domain And Administrative Purview, Jessica Rintoul
Educational Studies Dissertations
This study examined the experiences and perspectives of twelve urban public middle school teachers and one focused instructional coach in one district in a New England state involved in a district-mandated change to professional learning communities as their form of teacher collaboration. It explored teachers’ reasons for engaging in collaboration, their understanding of the administration’s expectations for their collaboration, the factors and conditions that influenced their collaborative work, and the perceived effects of collaboration on their teaching practices and professional identity. This qualitative phenomenological study employed a purposeful sampling strategy and both interviews and field observations to uncover teachers’ perceptions …
Improving Literacy For Diverse Low Socio-Economic Status Middle School Students,
2017
Walden University
Improving Literacy For Diverse Low Socio-Economic Status Middle School Students, Vivian Fowler Means
Walden Dissertations and Doctoral Studies
In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory formed the theoretical foundation of this study, which hold that PD should provide …
Optional Flexible Year Program And Middle School Student Achievement In Reading,
2017
Walden University
Optional Flexible Year Program And Middle School Student Achievement In Reading, Robyn Alane Fender
Walden Dissertations and Doctoral Studies
Local student reading results on the State of Texas Assessments of Academic Readiness have decreased. It is of great concern that many students had less than full mastery of the prerequisite, fundamental skills in reading. The study site used the Optional Flexible Year Program for remediation of students at risk of not passing the state assessment. The purpose of this concurrent explanatory study was to explore the relationship between participation and nonparticipation in the remediation program and student reading achievement and to better understand staff perceptions regarding the remediation program. Guided by Vroom's expectancy theory of motivation, quantitative research questions …
Using Student Characteristics, Student Spatial-Content Knowledge, And Teacher Spatial-Content Knowledge To Predict Student Spatial-Content Knowledge Of Lunar Phases,
2017
University of Kentucky
Using Student Characteristics, Student Spatial-Content Knowledge, And Teacher Spatial-Content Knowledge To Predict Student Spatial-Content Knowledge Of Lunar Phases, Kyle A. Curry
Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education
Student demographic characteristics of gender and race/ethnicity, students’ spatial-content knowledge as measured by pre-instructional performance on the Lunar Phases Concept Inventory (LPCI) (Lindell & Olsen), and post-instructional performance on the Purdue Visualization of Rotations Test (PSVT) (Bodner & Guay, 1997), and teachers’ spatial-content knowledge as measured by the two assessments were considered to predict students’ overall understanding of lunar phases as measured by post-instructional results on the LPCI. A mixed modeling approach was used in a hierarchal manner to evaluate the student learning outcomes. Results showed that student gender was not a significant predictor of post-instructional student performance, but students …
Evaluating Student Responses To Young Adult Literature Based On Group Dynamic Within The Literature Circle Setting,
2017
Eastern Illinois University
Evaluating Student Responses To Young Adult Literature Based On Group Dynamic Within The Literature Circle Setting, Abigail J. Schmitz
Masters Theses
The push of the Social and Emotional Learning (SEL) standards encourages teachers to assist students with overcoming personal obstacles in the classroom. In the middle grades, young adult literature can be an outlet for students by allowing them to connect with characters similar to themselves and their life experiences. Within the middle level classroom, literature circles can address SEL needs and state standards while allowing students to work closely with their peers sharing in a discussion format in response to the same young adult novel. This research analyzed two groups of students and their oral and written responses to the …
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments,
2017
Walden University
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments, David Lee Yeary
Walden Dissertations and Doctoral Studies
Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants …
