Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps,
2010
Kennesaw State University
Paper 5: Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez, Marian Fox
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)
In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks that …
Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases,
2010
North Georgia College & State University
Paper 3: Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)
When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …
Paper 4: Basic Skills Testing In Math 2008,
2010
Georgia Southern University
Paper 4: Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)
Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …
Faculty Development In Instructional Technology: A Multiple Case Study,
2010
Andrews University
Faculty Development In Instructional Technology: A Multiple Case Study, Robson Moura Marinho
Faculty Publications
Employing the descriptive multiple case study method, this qualitative study explores the experiences of ten faculty members involved in learning about technology at a Major Pubic University in the United States. Participants shed light on the learning process in instructional technology by sharing their personal experiences, perspectives, ideas and behaviors. This paper summarizes the results of the study, making comparisons with related literature, and then discussing its practical implications and recommendations for faculty development. The findings indicate the need of a more holistic approach to faculty development programs in instructional technology.
Practical Approaches To Learning And Self-Managing Social Emotional Behavior In Elementary Schools,
2010
Brigham Young University
Practical Approaches To Learning And Self-Managing Social Emotional Behavior In Elementary Schools, Paul Caldarella, Lynnette Christensen, K. Richard Young, Darlene Anderson
Faculty Publications
Children often acquire maladaptive coping strategies (i.e. externalizing and internalizing behaviors). Problems often persist, less treatable if not addressed early (before age 8). 20% of students have emotional or behavioral problems while only 5% receive services.
Social And Emotional Learning In The Kindergarten Classroom: Evaluation Of The Strong Start Curriculum,
2010
Brigham Young University
Social And Emotional Learning In The Kindergarten Classroom: Evaluation Of The Strong Start Curriculum, Thomas J. Kramer, Paul Caldarella, Lynnette Christensen, Ryan H. Shatzer
Faculty Publications
There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students' prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers' ratings of social validity were high, …
Basic Skills Testing In Math 2008,
2010
Georgia Southern University
Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …
Extending K-8 Mathematics Concepts In Alternate Bases,
2010
University of North Georgia
Extending K-8 Mathematics Concepts In Alternate Bases, Dianna J. Spence
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
When learning to represent mathematics with manipulatives, many pre-service K-8 teachers rely on memorized rote procedures to perform the associated mathematical tasks; then they arrange the manipulatives to match their result, often with minimal understanding of underlying mathematical connections. In a Number and Operations course for K-8 pre-service teachers, a portion of the class was conducted in alternate bases: Base 6 and Base 8 Blocks were used to model operations with integers to facilitate deeper understanding of the number systems and arithmetic processes being represented. Fractions and decimals were later covered only in Base 10. On midterm and final exams, …
Encouraging School Planner Use To Improve The Academic Performance Of Secondary Students,
2010
Brigham Young University
Encouraging School Planner Use To Improve The Academic Performance Of Secondary Students, Darlene Anderson, Lynnette Christensen, Paul Caldarella, K. Richard Young
Faculty Publications
Our research aim is to improve students' time management, homework completion, and academic grades as a result of using the planner and applying organizational skills.
Implications Of Civility For Children,
2010
Brigham Young University
Implications Of Civility For Children, Keely Wilkins, Paul Caldarella, Rachel Crook-Lyon, K. Richard Young
Faculty Publications
The purpose of this article is to review the literature exploring various definitions of civility, along with reasons why civility is vital to children and adolescents in any community. The authors examine definitions and components of civility in both historical and current contexts. The need for increased civility in modern society is described. The authors also explore the relationship of civility education to character and moral education and outline civility interventions suggested in the literature. Finally, suggestions are given for methods and strategies that have been found to be successful in bringing civility into schools.
Parent Involvement In School-Wide Social Skills Instruction: Practice And Perceptions Of A Home Note Program,
2010
Brigham Young University
Parent Involvement In School-Wide Social Skills Instruction: Practice And Perceptions Of A Home Note Program, Michael B. Adams, Sue A. Womack, Ryan H. Shatzer, Paul Caldarella
Faculty Publications
If students are to become proficient at using social skills, parents must be involved in teaching and reinforcing these skills at home. Parent involvement is associated with increased student success, especially when it includes a two-way exchange of information between home and school. As the traditional family has changed, new methods of eliciting parent involvement are needed. This article presents a description and evaluation of a school-wide home note program used to encourage generalization of social skills taught in school to home settings. Teachers (n = 20), parents (n = 107), and students (n = 383) at an elementary school …
The Civil Behavior Of Students: A Survey Of School Professionals,
2010
Brigham Young University
The Civil Behavior Of Students: A Survey Of School Professionals, Keely Wilkins, Paul Caldarella, Rachel Crook-Lyon, K. Richard Young
Faculty Publications
Many authors regard education as a way of increasing civility in society, and some have implemented interventions to improve civility in schools. However, very little empirical data exist on the extent and nature of students' civil behavior. The present study systematically gathered data from 251 school professionals regarding their perceptions of students' civil and uncivil behaviors. Participants perceived students' civil behaviors as occurring more frequently than uncivil behaviors; however, they also indicated a need to increase civil behavior in schools. They provided suggestions on how to accomplish this goal, which include providing direct instruction, modeling civil behavior, incorporating positive behavior …
What's Race Got To Do With It?: A Historical Inquiry Into The Impact Of Color-Blind Reform On Racial Inequality In America's Public Schools,
2010
Antioch University - PhD Program in Leadership and Change
What's Race Got To Do With It?: A Historical Inquiry Into The Impact Of Color-Blind Reform On Racial Inequality In America's Public Schools, Lillian Dowdell Drakeford
Antioch University Dissertations & Theses
This dissertation examines the history and impact of color-blind educational reform in the post-Brown era on racial inequality of educational opportunities and outcomes in America's public schools. Through the lens of critical race theory and race critical theory, the dissertation employs a dual analysis. A macro analysis of the evolution and impact of colorblind educational reform on the national level is juxtaposed with a micro, case-study analysis of the history of color-blind educational reform at a historically Black high school. The historical analysis of the relationship between race and education encompasses intellectual and social aspects of education in the U.S. …
The Effects Of Expressive Writing On Stress, Mood, And Perception Of Self-Efficacy And Of Instructor,
2010
Old Dominion University
The Effects Of Expressive Writing On Stress, Mood, And Perception Of Self-Efficacy And Of Instructor, Sophia S. Tailor
Counseling & Human Services Theses & Dissertations
The purpose of this study was to determine if emotional disclosure through expressive writing would have an effect on stress, mood, self-efficacy, and perception of instructor in a population of undergraduate human services students. This study used a randomized control-group pretest-posttest design with three experimental conditions. There were 32 participants with (N = 10) emotional disclosure group, (N = 11) factual disclosure group, and (N = 11) the control group. The study was conducted over three consecutive days following a variation of Pennebaker's (1986) expressive writing protocol. Study measures and writing samples were collected via a web-based interface. The data …
