Advanced Low Language Proficiency–An Achievable Goal?,
2013
University of Nebraska–Lincoln
Advanced Low Language Proficiency–An Achievable Goal?, Aleidine Kramer Moeller
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A standard of language proficiency recommended for world language preservice teachers has been set at advanced low as defined by the ACTFL Proficiency Guidelines. The National Council for the Accreditation of Teacher Education (NCATE) requires that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) achieve the Advanced Low (AL) rating on the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency interview (OPI) and the Writing Proficiency Test (WPT). They stipulate that 80% of preservice teachers must successfully demonstrate an AL level of language proficiency in order to achieve NCATE program accreditation. Many questions and …
A Mixed Methods Case Study: Understanding The Experience Of Nebraska 4-H Participants Relative To Their Transition And Adaptation To College,
2013
University of Nebraska-Lincoln
A Mixed Methods Case Study: Understanding The Experience Of Nebraska 4-H Participants Relative To Their Transition And Adaptation To College, Jill Walahoski
Department of Educational Administration: Dissertations, Theses, and Student Research
This mixed methods case study was designed to assess the preparedness of former Nebraska 4-H participants to successfully transition and adjust to college. The study also sought to understand the way that students’ experiences in Nebraska 4-H may have influenced their readiness to transition to college. The initial quantitative stage of this case study administered the Student Adaptation to College Questionnaire to former 4-H participants who were recent high school graduates. Latter qualitative stages included interviews with staff regarding the practices and strategies they employed related to preparing young people for college and interviews with former 4-H participants selected from …
Perceptions Of High School Students Of The Impact Of A School Uniform Policy,
2013
University of Arkansas, Fayetteville
Perceptions Of High School Students Of The Impact Of A School Uniform Policy, Stacy L. Gregory
Graduate Theses and Dissertations
High schools are tirelessly pondering ideas of enhancing the learning environment by increasing academic engagement and safety. This phenomenology study was designed to report and analyze the perceptions of selected students about their academic engagement and safety while attending one high school. Data for this study were obtained through interviews that were conducted on two levels: focus group and individual interviews. The results indicate that uniforms by themselves have little to do with a student's academic engagement. Students believe that their teachers play a big part in the way that they participate in educational tasks. They also believe that engaging …
Subtle Messages: An Examination Of Diversity In The Illustrations Of Secondary Level One French Textbooks,
2013
University of Arkansas, Fayetteville
Subtle Messages: An Examination Of Diversity In The Illustrations Of Secondary Level One French Textbooks, Stephen Richard Adamson
Graduate Theses and Dissertations
Textbooks in all content areas have been criticized for the hidden curriculum that subtly teaches messages, which elevate some cultural groups while diminishing the efforts and contributions of other cultural groups. Research into the hidden curriculum and inclusion of diversity in French textbooks has been limited. The present study focused on the inclusion of diversity in terms of race/ethnicity, gender, socioeconomic status, disability, and body size present in the illustrations of the three newest French One textbooks. Results indicate that diversity has increased but the diversity within the illustrations does not always mirror the actual demographics of the United States …
The Leadership Role In Transitioning An Urban Secondary School From A Traditional Service Delivery Model To A Co-Teaching Service Delivery Model For Students With Disabilities: A Phenomenological Case Study,
2013
University of Arkansas, Fayetteville
The Leadership Role In Transitioning An Urban Secondary School From A Traditional Service Delivery Model To A Co-Teaching Service Delivery Model For Students With Disabilities: A Phenomenological Case Study, Ginni Elizabeth Mcdonald
Graduate Theses and Dissertations
This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students with disabilities, the actual studies for the leadership role in transitioning to co-teaching are fewer. This phenomenological case study explores the leadership role in effectively transitioning an urban high school from a traditional service delivery of special education services to a larger continuum of services, specifically co-teaching for students with disabilities. Participants …
Principal And Teacher Beliefs About Leadership Implications For Student Performance,
2013
University of Arkansas, Fayetteville
Principal And Teacher Beliefs About Leadership Implications For Student Performance, Jerri Cherita Jackson
Graduate Theses and Dissertations
The goal of this study was to examine whether the leadership style of principals affects teacher and student performance. The study includes an elementary, middle, and high school principal along with two teachers from each school who worked at schools that were in good standing from 2007-2011. Each school made adequate yearly progress (AYP) each year according to the No Child Left Behind Status History Report. This study examined one over arching research question: What do principals and teachers say about school and schooling? Data for this study was gathered through principal interviews, teacher interviews, and the results of an …
Alternative Education Completers: A Phenomenological Study,
2013
University of Arkansas, Fayetteville
Alternative Education Completers: A Phenomenological Study, Becky Lynne Murray
Graduate Theses and Dissertations
Billy is a bright, wide-eyed, little boy with bounding enthusiasm and wonder as he enters the doors of school on his first day of kindergarten. When the school doors open in Billy's sixth grade year the wide eyes and bounding enthusiasm have diminished only to leave behind dread and dismay at the thought of confronting yet another abysmal nine months of failure. How can we, as educators, better serve the needs of at-risk students like Billy? Shouldn't we ask them? What elements of the alternative education experience were significant to successful completion of the alternative education program? The phenomenological paradigm …
The Perceived Influence Of Divergent Parent And Teacher Perceptions Of Student Abilities On Students And The Establishment Of Effective Family-School Partnerships,
2013
University of Arkansas, Fayetteville
The Perceived Influence Of Divergent Parent And Teacher Perceptions Of Student Abilities On Students And The Establishment Of Effective Family-School Partnerships, Kara Ann Lasater
Graduate Theses and Dissertations
The purpose of this phenomenological study was to describe the essence of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge; of particular importance was the perceived influence of these divergent accounts on students and the establishment of effective family-school partnerships. This purpose was achieved through a qualitative investigation of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverge. Analysis of data collected from 10 in-depth interviews with students, parents, and teachers revealed five themes and one subtheme related to discrepant parent and teacher perceptions of student abilities. These themes …
Reading And Religion: Reconciling Diverse Reading Patterns And The First Year Composition Classroom,
2013
University of Arkansas, Fayetteville
Reading And Religion: Reconciling Diverse Reading Patterns And The First Year Composition Classroom, Evelyn Baldwin
Graduate Theses and Dissertations
While tolerance is the supposed standard of the first-year composition classroom, the writing patterns and argumentation skills of self-identified Christian students often frustrate teachers and create classroom dissonance and interpersonal divergence. This work looks at what apologetic and devotional texts these students are reading before they enter the classroom and then analyzes these works to see how well their content aligns with Composition I reading and writing requirements. To do this, the study takes information from two very distinct groups: religious leaders of young adults and Composition I instructors. The study begins by surveying religious workers to identify the top …
A Comparative Study Of Middle And Junior High School Athlete And Non-Athlete Self-Perceptions Of Body Image And Satisfaction With Apparel Fit Using 3d Body Scan Technology,
2013
University of Arkansas, Fayetteville
A Comparative Study Of Middle And Junior High School Athlete And Non-Athlete Self-Perceptions Of Body Image And Satisfaction With Apparel Fit Using 3d Body Scan Technology, Lauren Speight
Graduate Theses and Dissertations
The purpose of this study was to explore the role of athletic program participation in middle and junior high school students' self-perceptions of body image, body satisfaction and apparel fit satisfaction. A survey was used to assess the students' self-perception of individual body image, satisfaction with different areas of the body and satisfaction with apparel fit. The research also assessed the accuracy between the students' perceived body image on a body image scale and their 3D body scan image. By using 3D body scanning technology, body scan images were obtained to accurately determine the size and shape for male and …
Math, Science, And Social Studies Teachers' Attitudes Toward Diversity And Accommodation Of Diversity With Reference To Culturally And Linguistically Diverse Seventh, Eighth, And Ninth Grade Students In A Mid-South State,
2013
University of Arkansas, Fayetteville
Math, Science, And Social Studies Teachers' Attitudes Toward Diversity And Accommodation Of Diversity With Reference To Culturally And Linguistically Diverse Seventh, Eighth, And Ninth Grade Students In A Mid-South State, Nadia Khrais
Graduate Theses and Dissertations
The purpose of this study was exploring seventh, eighth, and ninth grade teachers' attitudes and beliefs in response to classroom diversity and how that is reflected on their instruction, learning styles, communication patterns, instrumental materials, and assessment patterns in math, science, and Social studies subject areas. In this mixed-method research, the designed survey consisted of 59 questions based on Likert scale and obtained information of ten demographic factors. The survey was delivered in two formats (online link and hard copy) to the participating schools in three urban school districts in a Mid-South State. The survey data were analyzed by using …
Validating The Internal Structure Of The Performance Assessment Of California Teachers (Pact): A Multi-Dimensional Item Response Model Study,
2013
San Jose State University
Validating The Internal Structure Of The Performance Assessment Of California Teachers (Pact): A Multi-Dimensional Item Response Model Study, Brent Duckor, Katherine Castellano, Kip Tellez, Mark Wilson
Faculty Publications
Examining a large sample of teacher candidate responses (n=1711), we found a sufficient degree of internal structure validity evidence to support the intended, continued use of the Performance Assessment for California Teachers (2008) instrument to measure teacher candidates’ skills and proficiencies with professional standards in teaching (CCTC, 2012). Our examination of the Elementary Literacy Teaching Event found that the unidimensional IRT model fits the data very well and results in high reliability (.914), which is reassuring given the dependence on raters, the varied nature of the portfolio submissions and types of tasks, and the differences in California teacher preparation programs …
From High School To College: Teachers And Students Assess The Impact Of An Expository Reading And Writing Course On College Readiness,
2013
California State University, Los Angeles
From High School To College: Teachers And Students Assess The Impact Of An Expository Reading And Writing Course On College Readiness, Jennifer Mccormick, Anne L. Hafner, Michelle Saint-Germain
Journal of Educational Research and Practice
The study aimed to examine teachers’ and students’ views on the impact of the Expository Reading and Writing Course (ERWC) on students’ college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers …
2013,
2013
The University of Southern Mississippi
2013, Fay B. Kaigler Children's Book Festival
Fay B. Kaigler Children’s Book Festival
Brochure for the 2013 Fay B. Kaigler Children's Book Festival
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building,
2013
University of Massachusetts Boston
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.
Necc Early College Program: Third-Year Outcomes,
2013
University of Massachusetts Boston
Necc Early College Program: Third-Year Outcomes, Jack Leonard, Ellen Grondine
Office of Community Partnerships Posters
Five-year longitudinal community-based program evaluation reports annually on outcomes for early college program between MA community college and 2 high schools (suburban; urban) for academically average students, grades 10-12. Mixed methodology uses surveys, interviews and quantitative student data to illuminate program design, measure student outcomes , investigate changes in teaching practice and examine effective leadership practices. Three-year results show impressive credit accumulation and improved college readiness skills in students. Strong support mechanisms promote student success. Program is now being replicated in other communities.
The Urban Scholars Program At University Of Massachusetts Boston,
2013
University of Massachusetts Boston
The Urban Scholars Program At University Of Massachusetts Boston, David Lemmel
Office of Community Partnerships Posters
Urban Scholars provides talented and gifted students—especially those from low income and minority backgrounds—with the resources to develop the skills and self-motivation needed to enter and successfully complete postsecondary education. The program accommodates 120 students, 75 students at the high school level and 45 at the middle school level.
Upward Bound Math-Science At Umass Boston,
2013
University of Massachusetts Boston
Upward Bound Math-Science At Umass Boston, Terri Slater
Office of Community Partnerships Posters
Upward Bound Math-Science (UBMS) strives to increase the number of low-income and first-generation college bound students who enroll in and complete higher education programs, majoring in mathematics, the sciences, and computer science. UBMS aims to increase the number who pursues advanced study in these fields. UBMS serves students enrolled in the six academies that comprise the Lawrence High School Complex.
University Of Massachusetts Boston Upward Bound,
2013
University of Massachusetts Boston
University Of Massachusetts Boston Upward Bound, Lizette Rivera
Office of Community Partnerships Posters
Upward Bound is an intensive, year-round college-prep program. Our mission is to assist low-income and / or first-generation college bound high school students in the successful completion of secondary education. We strive to prepare our students academically and socially towards the enrollment and completion of higher education. Upward Bound offers services to students through an after-school program at UMass-Boston during the school year and a six-week summer residential academic program.
Transforming Equity-Oriented Leaders: Principal Residency Network Program Evaluation,
2013
Johnson & Wales University - Providence
Transforming Equity-Oriented Leaders: Principal Residency Network Program Evaluation, Donna Braun, Felice D. Billups, Robert K. Gable
K-12 Education
After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program …
