Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms,
2019
Marshall University
Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond
Theses, Dissertations and Capstones
This non-experimental, descriptive study examined the effect(s), if any, that professional learning communities have had on the professional practices of secondary (grades 9-12) mathematics teachers in Boone, Clay, Putnam, and Kanawha counties in West Virginia. Also investigated were the potential differences in instructional-practice change(s) based on selected demographic variables: sex, degree level, the grade level taught, the total years of teaching experience, the total number of years in their current position, the specific math subject taught, the total number of years of PLC participation, and the composition (e.g., departmental, cross-curricular, or both) of participants’ PLC. Data were collected from a …
Multicultural Education Professional Development: A Review Of The Literature,
2019
Virginia Commonwealth University
Multicultural Education Professional Development: A Review Of The Literature, Hillary Parkhouse, Virginia R. Massaro, Chu Yi Lu Qiu
Teaching and Learning Publications
When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural-education-focused professional development programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types …
Annual Report Of Externally Funded Grants And Contracts July 1, 2018 - June 30, 2019,
2019
Morehead State University
Annual Report Of Externally Funded Grants And Contracts July 1, 2018 - June 30, 2019, Office Of Research And Sponsored Programs. Morehead State University.
Office of Research and Sponsored Programs Reports and Publications
Annual Report of Externally Funded Grants and Contracts July 1, 2018 - June 30, 2019.
The Oasis Skateboard Factory: Return To The One-Room Schoolhouse,
2019
The University of Texas at El Paso
The Oasis Skateboard Factory: Return To The One-Room Schoolhouse, William Robertson
Selected Works Temporary Series
How can you get young people interested in science and mathematics? What efforts are there to integrate the experiences of high school students into the things they need to do and learn in school? How can action sports, like skateboarding be used to teach science, mathematics, language arts, history and help at-rick and marginalized students to grow in their engagement and motivation in high school, as well as to graduate? This is in part answered at the Oasis Skateboard Factory (OSF) an alternative high school in Toronto, Canada. The factory, under the direction of founding teacher Craig Morrison, has enjoyed …
The Masters Of Physics: Critical Thinking Through Skateboarding,
2019
The University of Texas at El Paso
The Masters Of Physics: Critical Thinking Through Skateboarding, William Robertson
Selected Works Temporary Series
This paper focuses on the use of live action and video instruction as a method of content dissemination and to motivate students in learning in science, technology, engineering and mathematics (STEM) education. Specifically, this area, dubbed “edutainment”, chronicles different interactions with students, teachers and community members that utilized live action to video as methods of capturing relevant content in student-centered contexts. The fundamental idea is to infuse one's passion into modern methods of teaching, and to inspire others to use their gifts in their education, and thereby connect them to their dreams and aspirations.
Comparison Of Two Approaches To Interpretive Use Arguments,
2019
Boise State University
Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement—termed the interpretation/use argument, and gathering of evidence to support or refute the assumptions and inferences. We present two approaches to articulating the assumptions and inferences that underlie a score interpretation and use statement, also termed the interpretation/use argument (Kane, 2016). One approach uses the five sources of validity evidence in the Standards for Educational and Psychological Testing …
January 2019,
2019
Southwestern Oklahoma State University
Technology For Equity And Social Justice In Education: Introduction To The Special Issue,
2019
Utah State University
Technology For Equity And Social Justice In Education: Introduction To The Special Issue, Sherry Marx, Yanghee Kim
Teacher Education and Leadership Faculty Publications
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced.
Mathematics Teacher Developers’ Views Of A Demonstration Class,
2019
University of Mary Washington
Mathematics Teacher Developers’ Views Of A Demonstration Class, Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T. Schultz
Education Faculty Articles
This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.
Jennifer Schulz, Spring 2019,
2019
California State University, San Bernardino
Jennifer Schulz, Spring 2019, Jennifer Schulz
Teaching Skills Study Awards (TSSA) Reports
No abstract provided.
Ceteal News, January/February 2019,
2019
Coastal Carolina University
Ceteal News, January/February 2019, Ceteal, Coastal Carolina University
CeTEAL Newsletter
No abstract provided.
Ua18/1 Facet - Publications,
2019
Western Kentucky University
Ua18/1 Facet - Publications, Wku Archives
WKU Archives Collection Inventories
Publications created by the Faculty Center for Excellence in Teaching (FaCET).
Teaching And Beyond: Exploring The Educational Landscape,
2019
Australian Council for Educational Research (ACER)
Teaching And Beyond: Exploring The Educational Landscape, Anaghaa Wagh
Teacher India
Teaching offers a range of experience that provides a foundation for subsequent roles in the education sector. Anaghaa Wagh shares her personal journey as a volunteer with Teach for India.
Gi: The Guided Inquiry,
2019
Washington University
Gi: The Guided Inquiry, Regina (Gina) F. Frey, Susan E. Shadle
CTL Teaching Gallery
As described in chapter 1, the POGIL pedagogy is an integrated combination of intentionally designed guided-inquiry activities and a focus on process skills involving the active engagement of student teams that are facilitated by an instructor. POGIL activities are structured according to the learning cycle (described in Chapter 1). The activities of a POGIL classroom frame the thinking that students will do during class. The students in constructing ideas and mastering material (Bodner, 1986; Driver, Asoko, Leach, Scott, & Mortimer, 1994). Because this approach is different from the kind of classroom that most teachers experienced as students, many do not …
Student Help-Seeking Behaviors And Teacher Instructional Practices: Examining Their Relationship With U.S. Student Mathematics Achievement,
2019
University of Kentucky
Student Help-Seeking Behaviors And Teacher Instructional Practices: Examining Their Relationship With U.S. Student Mathematics Achievement, Michael C. Osborne
Theses and Dissertations--Curriculum and Instruction
Even though the United States (U.S.) spends, on average, more money per student than most Organisation for Economic Co-operation and Development (OECD) countries, it continues to lag behind its international peers in mathematics achievement. This study, which responded to the call for educational reforms that improve the mathematics achievement of U.S. students, aimed to examine the issue of student help-seeking behaviors and teacher instructional practices as they interact to affect student mathematics achievement. The Programme for International Student Assessment (PISA) defines student help-seeking behaviors as the ways in which students have a propensity to depend on the knowledge and intellect …
Examining Social, Cognitive And Teaching Presences In An Online Teacher Development Course Using Whatsapp And Community Of Inquiry,
2019
University of Central Florida
Examining Social, Cognitive And Teaching Presences In An Online Teacher Development Course Using Whatsapp And Community Of Inquiry, Glenda A. Gunter, Junia De Carvalho Fidelis Braga F. Braga, Jennifer L. Reeves
FDLA Journal
Over the last decade, advancements in digital technologies have raised the interest of educators in all areas. Mobile learning, specifically, has drawn great attention for its potential to promote opportunities for mediating peer interactions. Drawing on the Community of Inquiry framework Garrison, Anderson and Archer’s (2000), this paper reports a quantitative analysis of the 1,670 interactions among 38 [elementary/high school teachers of Portuguese from around Brazil who participated in a 7-week continuing education course via WhatsApp. The findings show a high level of social presence at moments that the construction of collective knowledge takes place during the course.
Center For Student Innovation: Creating A Cross-Disciplinary Hub For Active Student Learning In Booth Library,
2019
(Interior Design Consultant)
Center For Student Innovation: Creating A Cross-Disciplinary Hub For Active Student Learning In Booth Library, Jenny Renn Key
Library Publications
No abstract provided.
Ua37/34 Faculty Personal Papers Vernon Sheeley,
2019
Western Kentucky University
Ua37/34 Faculty Personal Papers Vernon Sheeley, Wku Archives
WKU Archives Collection Inventories
Records created by and about Vernon Sheeley.
Wrestling With Competency And Everyday Literacies In School,
2019
Utah State University
Wrestling With Competency And Everyday Literacies In School, Kortney Sherbine
Teacher Education and Leadership Faculty Publications
In this essay, I detail the entanglements of three young Black boys - Million Dollar Man, DJ, and Francisco - and their interests in and experiences with WWE wrestling. Drawing on posthumanist philosophies that attend to the productive relationships between the human and more-than-human objects, I consider ethnographic data composed during a second-grade literacy workshop to describe the ways in which the boys' talk, play, embodiments, drawing, and writing created new ways for them to demonstrate competencies in school. A rhizoanalysis of field notes, audio and video recordings, and artifactual documentation demonstrates the overlapping and diverging traditional and indeterminate literacies …
Improving Beginning Teacher Effectiveness: The Most Important And Difficult Competencies And How They Differ In Low-Income Schools,
2019
University of Denver
Improving Beginning Teacher Effectiveness: The Most Important And Difficult Competencies And How They Differ In Low-Income Schools, Jessica Anne Lerner
Electronic Theses and Dissertations
Research suggests teacher quality is a significant factor predicting student achievement, especially for low-income students. However, there is insufficient research about which teaching competencies warrant emphasis during pre-service training. The purpose of this study was to investigate consensus among expert educators on the importance and difficulty of teaching competencies for beginning teachers, and whether the importance and difficulty of those competencies differ in low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in the study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers. Results indicate broad consensus among …
