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.
Positive Behavior Interventions And Supports: Effects Of Check In-Check Out,
2015
Sacred Heart University
Positive Behavior Interventions And Supports: Effects Of Check In-Check Out, Jacklyn A. Angelone
EDL Sixth Year Theses
This case study focuses on how a Tier II positive behavior intervention support impacts middle school students that require an additional behavior management intervention to support success accessing Tier I instruction in the general education classroom. The support studied for this case was the Check In/Check Out (CICO) intervention as implemented to a group of five boys.
Social Studies Middle Childhood Education Oae Economics Workshop,
2015
Bowling Green State University
Social Studies Middle Childhood Education Oae Economics Workshop, Jacqueline Gilbride
Honors Projects
This project focuses on the Social Studies Middle Childhood Education OAE Economics Workshop that was carried out on November 14th, 2015 at Bowling Green State University. The workshop was created to help Bowling Green State University pre-service teachers prepare for the Economics portion of the Middle Grades Social Studies Ohio Assessment for Educators (OAE). Throughout the workshop participants were taught lessons on microeconomics and macroeconomics. At the beginning participants were pretested and at the end participants were post tested on Middle Grades Social Studies OAE practice test questions to assess how much they learned. The project includes the …
Integrating Writing In The Middle-Level Mathematics Classroom: An Action Research Study,
2015
Stephen F. Austin State University
Integrating Writing In The Middle-Level Mathematics Classroom: An Action Research Study, Alyssa Beavers, Brandon L. Fox, Jamaal Young, Elizabeth M. Bellows, Leah Kahn
MLET: The Journal of Middle Level Education in Texas
Discourse in mathematics refers to the written and oral communication that occurs in the mathematics classroom. Yet, in many classrooms in the United States, writing is often taught remotely in the classroom of a language arts teacher. In this action research project, our focus was on improving students’ written expressions and explanations in the middle-level mathematics classroom. The purpose of this action research was to examine and evaluate the effect writing has on students’ mathematical thinking processes and skills. Over the course of eight weeks, students were presented with various writing assignments in mathematics. Students were given approximately 20 minutes …
Teacher Teams That Work,
2015
Stephen F. Austin State University
Teacher Teams That Work, Leah Kahn, Claudia Whitley, Michelle Williams
MLET: The Journal of Middle Level Education in Texas
Teaming in middle schools is considered by many to be a best practice strategy in meeting the unique needs of the adolescent learner. Systems must be in place to support teacher teams as they work towards become a functioning unit. Administrators can assist teacher teams through providing training on the evolutional phases that teams will naturally move through as well as how to negotiate team decision making. This article reviewed the phases that teams experience as they develop and the variety of personalities and roles that team members play in teams. Tips for working towards building successful teams in the …
Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School,
2015
University of New England
Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School, Laura Aguada-Hallberg
All Theses And Dissertations
This study sought to examine the extent that social-emotional learning of teachers and students impacts students’ transition from middle school to high school. Existing research indicates that by implementing specific transition programs for freshmen, the dropout rate is greatly reduced, academic achievement increases, and the ability to transition to life after high school improves. Crucial to any transition program is staffing these programs with teachers who understand their own social-emotional learning and make relationships with students a priority. The study answered four research questions: 1) what elements and characteristics of freshmen transition programs (specifically, summer bridge and freshman orientation) do …
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered,
2015
Western Carolina University
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske
Interdisciplinary Journal of Problem-Based Learning
This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related …
Reflections On Math Students’ Circles: Two Personal Stories From Colorado,
2015
University of Colorado, Denver
Reflections On Math Students’ Circles: Two Personal Stories From Colorado, Diana White, Lori Ziegelmeier
Journal of Humanistic Mathematics
Math Students’ Circles provide an opportunity for mathematicians to work in their communities to engage young students in mathematics as a human, aesthetic, and social endeavor. Sometimes referred to simply as Math Circles, these venues give mathematicians experience in introducing children to topics not typically seen in school curricula in an exciting, hands-on format. This article explores two Math Students’ Circles (MSCs) in the state of Colorado from the point of view of two pre-tenure faculty members. One participated in MSCs for four years while working on her Ph.D. in mathematics, the other started an MSC as an offshoot of …
Preparing 21st Century English Teachers: Using Young Adult Literature To Challenge Stereotyping And Reduce Stigma Of Marginalized Populations,
2015
Northern Michigan University
Preparing 21st Century English Teachers: Using Young Adult Literature To Challenge Stereotyping And Reduce Stigma Of Marginalized Populations, Kia Jane Richmond, Maureen Mcdermott, Tiffany Rehbein
Conference Presentations
Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy.
Exploring Cultural Proficiency: A Case Study Of A Culturally And Linguistically Diverse Middle School In A Predominantly White School District,
2015
University of Nebraska-Lincoln
Exploring Cultural Proficiency: A Case Study Of A Culturally And Linguistically Diverse Middle School In A Predominantly White School District, Jared Peo
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
Issues of diversity continue to plague our nation. Recent events and Supreme Court cases have revealed a side of the United States that many wanted to believe was only part of our nation’s past. Diversity is a reality and predictions about future population demographics estimate an increase in diversity. As diversity increases, conflict becomes more frequent because “difference threatens dominance” (Howard, 2006, p. 57). The academic achievement and socioeconomic gaps between minorities and the dominant culture have been extensively researched and debated. However, they have not diminished despite legislation aimed at reducing them. This begs the question: how will the …
Imagination: Active In Teaching And Learning,
2015
University of Nebraska-Lincoln
Imagination: Active In Teaching And Learning, Christopher Cunningham
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This autoethnography tells the story of the author’s endeavor to examine my teaching during a sculpture lesson in three 2nd grade art classes in a mid-western suburban Title I elementary school. I analyze my planning, teaching, reflecting through the lens of Stuart Richmond’s Characteristics of Imaginative Teaching as well as noted educational theorists’ conceptions of imagination and imaginative teaching and learning. These theorists include but are not limited to Maxine Greene, Kieran Egan, John Dewey, and The Lincoln Center Institute’s Capacities for Imaginative Learning. I conclude that imaginative teaching is an intentional act and that there is no …
Economic Literacy: Measuring The Economic Human Capital Of Arkansas K-12 Teachers,
2015
University of Arkansas, Fayetteville
Economic Literacy: Measuring The Economic Human Capital Of Arkansas K-12 Teachers, June Marie Freund
Graduate Theses and Dissertations
Economic literacy is recognized as a deficit quality in the United States, no more prevalent than during the last great recession. It is paramount the K-12 educational system lead the movement to educate the public on economic content and issues, as it is the one institution that has direct contact with all citizens. The question then must be asked, how economic literate are teachers entrusted with the responsibility of imparting economic knowledge to his/her K-12 grade level student. A sample of Arkansas teachers at each grade level K – 12 were tested using national normed economic literacy tests designed to …
The Impact Of Design-Based Modeling Instruction On Seventh Graders' Spatial Abilities And Model-Based Argumentation,
2015
Old Dominion University
The Impact Of Design-Based Modeling Instruction On Seventh Graders' Spatial Abilities And Model-Based Argumentation, William J. Mcconnell
Teaching & Learning Theses & Dissertations
Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students' spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States …
Longitudinal Effects Of School Climate On Middle-School Students' Academic, Social-Emotional And Behavioral Outcomes,
2015
Illinois State University
Longitudinal Effects Of School Climate On Middle-School Students' Academic, Social-Emotional And Behavioral Outcomes, Jennifer Lynn Engelland-Schultz
Theses and Dissertations
Millions of youth are at risk for low academic achievement, school dropout, risky behavior, bullying, and mental health concerns, especially those living in rural areas. Protective factors can reduce the likelihood of children and adolescents experiencing these negative outcomes. Research shows that positive school climate is a powerful protective factor for youth. The present study investigated the longitudinal relations between middle school students' school climate perceptions and their academic, social-emotional, and behavioral development over two years. Specifically, 510 students in grades 5-9 from six rural schools rated their support and influence at school as well as their internalizing problems, personal …
Paradigm Transformation: Preparing Students For The Transition To Middle School,
2015
National-Louis University
Paradigm Transformation: Preparing Students For The Transition To Middle School, Lasabra Warner Patterson
Dissertations
This Change Leadership Plan is the second part of a three-part dissertation on effectively transitioning students from elementary school to middle school. Currently, there is no local program to aid students in transitioning from elementary to middle school. The rationale is that by addressing the need for increased focus on improving current practices, students’ needs will be met. This is important to the school, the district, and the educational community at large in preparation for implementation of the Common Core State Standards where all learning will spiral from grade level to grade level, continually allowing students and teachers to make …
A Phenomenological Study Of Facebook Messages From Female Friends To Middle School Girls And The Multi-Dimensional Effect On Self-Esteem,
2015
Excelsior College
A Phenomenological Study Of Facebook Messages From Female Friends To Middle School Girls And The Multi-Dimensional Effect On Self-Esteem, Eileen Elizabeth Hegel
Doctoral Dissertations and Projects
This phenomenological study investigated positive and negative Facebook messages from female friends to middle school girls and the multi-dimensional effect on self-esteem. This study also examined what role these messages play in female friendships. Purposeful sampling was used to recruit nine participants, 13 years old, the minimum age to have a Facebook account or 14 years old, in the 7th or 8th grade in the South Atlantic region of the United States. Gilligan's theory of moral development underpinned this study. Data collection included a descriptive survey, the Rosenberg Self-Esteem Scale, semi-structured interviews, journals, and site artifacts. The questions framing the …
The Relationship Between Middle School Cognitive Abilities Test And High School Advanced Placement Exam Scores,
2015
Liberty University
The Relationship Between Middle School Cognitive Abilities Test And High School Advanced Placement Exam Scores, Kathy Marie Daniel
Doctoral Dissertations and Projects
Advanced Placement (AP) is a College Board program that offers a college-level curriculum to high school students. AP has expanded dramatically in recent years, and with noted program benefits accruing to successful participants, the issue of equity has become a concern. When identified early, students who have potential to be successful in AP courses could obtain the preparation necessary to excel academically in courses that have an impact on college admissions and outcomes. The purpose of this correlational study was to determine if a relationship exists between 6th grade CogAT composite, verbal, and quantitative battery scores and 12th grade AP …
An Analysis Of The Impact Of Emotional Literacy Instruction On At-Risk Students,
2015
Brandman University
An Analysis Of The Impact Of Emotional Literacy Instruction On At-Risk Students, Shannon H. Garcia
Dissertations
This study examined the impact of social-emotional literacy instruction for at-risk adolescents ages 13 to 18 at the high school level. Of particular interest is the impact of social-emotional literacy instruction on at-risk youth Grades 9-12 in secondary high schools’ 8-week-long social-emotional literacy class through Project AWARE, particularly in the areas of suspension, expulsion, attendance, connectivity, attitude toward school, resiliency, and relational aggression rates; the data were analyzed using archival data and teacher interview. Project AWARE, the social-emotional literacy intervention examined in this study, educates and provides mentorship for at-risk students, while also providing a group educational component on relationships …
From The Co-Editors,
2015
Rochester Institute of Technology
From The Co-Editors, Todd Pagano
Journal of Science Education for Students with Disabilities
We continue to work diligently to improve JSESD. One of the largest challenges to the journal remains the solicitation of manuscript submissions. As such, we are asking the journal’s readership to assist us in advertising the journal. If you are familiar with individuals who might be interested in submitting a manuscript, please pass along the JSESD author link provided above. We are especially interested in articles on science education for students with varying types of disabilities and at a full range of grade levels (K-12 and postsecondary).
