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Using Metacognitive Training With Kinesiology Students, Christina Davlin-Pater, Leah S. Dunn, Roy Bower, William Cipolli, Sara Biddle Jan 2021

Using Metacognitive Training With Kinesiology Students, Christina Davlin-Pater, Leah S. Dunn, Roy Bower, William Cipolli, Sara Biddle

Journal of Occupational Therapy Education

As future healthcare practitioners, kinesiology students must become expert learners who choose strategies resulting in deep and durable learning. Metacognitive instruction goes beyond the use of study skills as it focuses on student reflection and evaluation of their learning success, and ultimately establishes effective learning skills, a requirement for professional practice. To examine if an intervention in a kinesiology course affected metacognitive awareness and use of metacognitive strategies, a quasi-experimental research design utilized a convenience sample of 89 upper division undergraduate occupational therapy students and master’s level athletic training students enrolled in kinesiology courses. Using an online survey including the …

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Flip To Learn & Learn To Flip In Occupational Therapy Education: A Scoping Review, Sapna Chakraborty, Monica L. Robinson, Denise Dermody, Salvador Bondoc Jan 2021

Flip To Learn & Learn To Flip In Occupational Therapy Education: A Scoping Review, Sapna Chakraborty, Monica L. Robinson, Denise Dermody, Salvador Bondoc

Journal of Occupational Therapy Education

Faculty seek methods that efficiently use their time, facilitate deep learning, and acquire competencies through the curriculum. The flipped classroom, a pedagogical approach, is proposed to be one solution to these issues. This study is a scoping review of how health care professional courses apply the flipped classroom model. The specific aims of this scoping review are: (a) determine the health care disciplines using and researching flipped classrooms, (b) identify and categorize instructional/course design and teaching and learning strategies used in flipped classroom literature, and (c) classify the levels of evidence-based education and trustworthiness in the studies as defined by …

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Perceptions Of The Reggio Emilia Approach To Early Childhood Education, Brandon Harris Gantt Jan 2021

Perceptions Of The Reggio Emilia Approach To Early Childhood Education, Brandon Harris Gantt

Walden Dissertations and Doctoral Studies

Preschools provide a method of early intervention to prepare children for school. Reggio Emilia (RE) curricular approach widely used for early childhood education that has not consistently shown a positive influence on cognitive, social, and emotional development of young children. It is also unknown whether those who participate in the RE curricular approach perceive it to foster cognitive, social, and emotional development in early childhood. The purpose of this qualitative, exploratory case study was to investigate participant-perceived benefits of RE as a curricular approach. The conceptual grounding of the study was social constructivism because the RE curricular approach emphasizes the …

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Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones Jan 2021

Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones

Walden Dissertations and Doctoral Studies

Middle school teachers at a rural site in a western state have faced problems in implementing Common Core State Standards (CCSS) for English Language Arts (ELA), as well as in resolving achievement gaps in ELA between regular education students, special education (SPED) students, English language learners (ELL), and at-risk students. The purpose of this case study was to obtain teachers’ and school leaders’ perspectives on how CCSS for ELA can be used to enhance learning for all populations of students using the Universal Design for Learning (UDL) principles. The CCSS for ELA and UDL comprised the frameworks employed in this …

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Instructional Practices Associated With Science Proficiency Of English Language Learners, Sherly Yadira Soto-Ortiz Jan 2021

Instructional Practices Associated With Science Proficiency Of English Language Learners, Sherly Yadira Soto-Ortiz

Walden Dissertations and Doctoral Studies

AbstractThe study addressed the gap in fifth-grade science proficiency between English language learners (ELLs) enrolled in two different science programs in a large school district in the Southeast United States. The Inspire program was implemented in 125 schools, while a combination of Inspire and Promoting Science among English Language Learners (PSELL) developed to facilitate science learning for non-English learners, was implemented in 25 schools. A concurrent mixed-methods case study design was used to examine how instructional practices of each program were (1) aligned with the instructional framework of the Sheltered Instructional Observation Protocol (SIOP), (2) how the two programs supported …

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Parental Involvement And Academic Achievement Of Students With Attention Deficit Hyperactivity Disorder, Marie Myrlene Dupont-Krommie Jan 2021

Parental Involvement And Academic Achievement Of Students With Attention Deficit Hyperactivity Disorder, Marie Myrlene Dupont-Krommie

Walden Dissertations and Doctoral Studies

Students with attention deficit hyperactivity disorder (ADHD) have persistently encountered academic difficulties resulting from their struggles to cope with educational standard rules hindering their academic achievement. Parental involvement significantly provides an optimistic effect on students' academic achievement; however, there is sparse literature that focuses on the effect of parental involvement on the academic achievement of children with ADHD. The purpose of this qualitative study was to examine the involvement of parents of children diagnosed with ADHD through their academic life, explore those parents' perceptions of themselves as contributors in their children's academic lives, report their views as influential participants in …

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Educators’ Perspectives Regarding Challenges Implementing The Highscope Curriculum And Support Needed, Charmaine Christopher Jan 2021

Educators’ Perspectives Regarding Challenges Implementing The Highscope Curriculum And Support Needed, Charmaine Christopher

Walden Dissertations and Doctoral Studies

AbstractSince 2008, the Ministry of Education in Grenada, where this study took place, started curriculum reform with the implementation of the HighScope curriculum in preschools. The problem is that many teachers faced challenges implementing the HighScope curriculum. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators about challenges when implementing the HighScope curriculum, which involves balancing child-initiated and teacher-directed activities, and the support they need for executing the curriculum effectively. The conceptual frameworks that guided the study were Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development. Both theories reinforce the need for …

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Strategies Advanced Placement High School Teachers Use To Teach Diverse Learners, Patti J. Tate Jan 2021

Strategies Advanced Placement High School Teachers Use To Teach Diverse Learners, Patti J. Tate

Walden Dissertations and Doctoral Studies

Since Advanced Placement (AP) College Board’s 2002 implementation of the Equity and Access Policy, the number of students enrolled in AP courses has increased, but student success on passing AP exams has dropped. This signifies that the new populations of AP students are not well prepared with the skillsets necessary to succeed on AP exams. This qualitative exploratory case study focused on how high school AP teachers in one southeastern school district provided differentiated instruction (DI) through content and strategies to diverse learners. Data on the use of DI with AP students were collected through interviews of AP teachers at …

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Examining Instructional Fidelity Of State Standards In Project-Based Learning Units, Megan Correia Jan 2021

Examining Instructional Fidelity Of State Standards In Project-Based Learning Units, Megan Correia

Walden Dissertations and Doctoral Studies

The problem investigated in this study was the decline in student achievement since the implementation of project-based learning (PBL) by the third- through sixth-grade teachers at the local elementary school. The purpose of this basic qualitative study was to investigate teachers’ perceptions at the study location about their knowledge of PBL and its application in third- through sixth-grade classes. The study was rooted in Jean Piaget’s cognitive learning theory of constructivism. The study location was an urban school district in the Southern United States. Data on teacher perceptions was gathered through structured interviews, conducted via Zoom, with eight elementary teachers …

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Creating A Culturally Relevant Statistics Assignment On Z-Scores, Grace Pai Jan 2021

Creating A Culturally Relevant Statistics Assignment On Z-Scores, Grace Pai

Publications and Research

Culturally relevant teaching or pedagogy has become increasingly popular both in practice and in research, but there are still few curricular resources for instructors to use, particularly for a college-level mathematics course. Departing from the question “relevant to whom,” this article illustrates how to design a statistics assignment on z-scores that is culturally relevant to students based on their prior experiences. Ultimately, the author shares design principles—which includes the importance of considering student trauma—that can be transferable to any statistics or quantitative analysis/reasoning class.

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Compassionate Care: Working With Students With Aces, Leah Massey Huttlinger, Andrea Gardner Nordberg Jan 2021

Compassionate Care: Working With Students With Aces, Leah Massey Huttlinger, Andrea Gardner Nordberg

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This Professional Learning Module (PLM) was created for educators to learn more about adverse childhood experiences (ACEs) and the negative impact trauma has on student learning. Participants in the PLM will learn about ACEs, the brain science related to trauma, behaviors associated with ACEs in the classroom, strategies to help mitigate the impact of ACEs in the classroom. Participants will have the opportunity to apply these strategies to real-life situations within the PLM. The PLM was meant to be completed independently, in small groups, or as whole-group faculty training. The option to submit a certificate for CEUs is provided upon …

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Culturally And Linguistically Relevant Content Area Instruction For Diverse Students With Learning Disabilities, Shaqwana Freeman-Green, Melissa Driver, Peishi Wang, Jessica Kamuru, Dia Jackson Jan 2021

Culturally And Linguistically Relevant Content Area Instruction For Diverse Students With Learning Disabilities, Shaqwana Freeman-Green, Melissa Driver, Peishi Wang, Jessica Kamuru, Dia Jackson

Faculty Articles

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in spe- cial education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence-based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.

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Preservice Elementary Teachers’ Identity Development In Learning To Teach Science: A Multi-Site Case Study, Deepika Menon, Saiqa Azam Jan 2021

Preservice Elementary Teachers’ Identity Development In Learning To Teach Science: A Multi-Site Case Study, Deepika Menon, Saiqa Azam

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this qualitative study was to investigate preservice elementary teachers’ science teacher identity development during their participation in the field-based science methods course and a year after. Grounded within the Feiman-Nemser’s thematic framework of learning to teach, this study utilized a case study approach aimed to examine the experiences that contributed to formation of science teacher identities of two participants uniquely positioned in the teacher education programs at the two sites, USA and Canada. Data collected over a year included science autobiographies, reflective journals, interviews, classroom observations, and artifacts. The analysis of the data revealed that experiences and …

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Cultural And Linguistic Experiences Of Immigrant Youth: Voices Of African Immigrant Youth In United States Urban Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Patriann Smith, Anthony Mawuli Sallard Jan 2021

Cultural And Linguistic Experiences Of Immigrant Youth: Voices Of African Immigrant Youth In United States Urban Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Patriann Smith, Anthony Mawuli Sallard

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch; miscommunication, and stereotypes. In light of these experiences, African immigrant urban youth draw on familial, navigational and aspirational capital to resist stereotypical assumptions and to develop resilient skills necessary to navigate the inherent challenges. Findings underscore the importance of appreciating ways of knowing that deviate from the host country knowledges as …

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การพัฒนารูปแบบการเรียนการสอนตามแนวคิดรูปแบบการปรับมโนทัศน์และรูปแบบการแปลงของเลช เพื่อเสริมสร้างมโนทัศน์ทางคณิตศาสตร์ของนักเรียนระดับมัธยมศึกษาตอนต้น, สุธารัตน์ สมรรถการ Jan 2021

การพัฒนารูปแบบการเรียนการสอนตามแนวคิดรูปแบบการปรับมโนทัศน์และรูปแบบการแปลงของเลช เพื่อเสริมสร้างมโนทัศน์ทางคณิตศาสตร์ของนักเรียนระดับมัธยมศึกษาตอนต้น, สุธารัตน์ สมรรถการ

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้เป็นการวิจัยและพัฒนา มีวัตถุประสงค์เพื่อพัฒนาและศึกษาประสิทธิผลของรูปแบบ การเรียนการสอนตามแนวคิดรูปแบบการปรับมโนทัศน์และรูปแบบการแปลงของเลช เพื่อเสริมสร้างมโนทัศน์ทางคณิตศาสตร์ของนักเรียนระดับมัธยมศึกษาตอนต้น การดำเนินการวิจัย แบ่งออกเป็น 4 ระยะ ได้แก่ 1) การศึกษาข้อมูลพื้นฐานเพื่อใช้ในการพัฒนารูปแบบการเรียนการสอน 2) การพัฒนารูปแบบการเรียนการสอน 3) การศึกษาประสิทธิผลของรูปแบบการเรียนการสอนที่พัฒนาขึ้น และ 4) การนำเสนอรูปแบบการเรียนการสอนฉบับสมบูรณ์ กลุ่มเป้าหมาย ได้แก่ นักเรียนชั้นมัธยมศึกษาปีที่ 3 จำนวน 40 คน เลือกกลุ่มตัวอย่างแบบเจาะจง ระยะเวลาในการดำเนินการทดลอง 7 สัปดาห์ รวม 35 คาบ เครื่องมือที่ใช้ในการวิจัย ได้แก่ แบบวัดมโนทัศน์ทางคณิตศาสตร์ สถิติที่ใช้ในการวิเคราะห์ข้อมูล ได้แก่ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และค่าที (t-test) ผลการวิจัยสรุปได้ดังนี้ 1. รูปแบบการเรียนการสอนที่พัฒนาขึ้นมีหลักการสำคัญ 5 ประการ ได้แก่ 1) การเรียนรู้เกิดขึ้นเมื่อผู้เรียนพบปัญหาหรือสถานการณ์ที่มโนทัศน์ของผู้เรียนไม่สามารถแก้ไขหรืออธิบายได้ 2) การมีปฏิสัมพันธ์กับสิ่งแวดล้อมโดยการสังเกต รวบรวมข้อมูล หรือศึกษาจากทฤษฎีต่าง ๆ 3) การนำเสนอความรู้ทางคณิตศาสตร์โดยใช้รูปแบบตัวแทนทางคณิตศาสตร์ที่หลากหลายและมีความสัมพันธ์กับมโนทัศน์นั้น 4) การที่ผู้เรียนใช้ตัวแทนทางคณิตศาสตร์เพื่อนำเสนอความรู้ทางคณิตศาสตร์ และ 5) การนำเสนอขั้นตอนวิธีการหาคำตอบได้อย่างถูกต้องและเหมาะสม ประกอบด้วย 5 ขั้นตอน ได้แก่ 1) การกระตุ้นความสงสัย 2) การวางแผนเพื่อปรับมโนทัศน์ 3) การปรับมโนทัศน์โดยใช้ตัวแทนที่หลากหลาย 4) การสรุปความหมายของมโนทัศน์ใหม่ และ 5) การนำไปใช้ 2. ประสิทธิผลของรูปแบบการเรียนการสอน พบว่า คะแนนเฉลี่ยของมโนทัศน์ทางคณิตศาสตร์ในภาพรวมสูงกว่าก่อนการทดลองอย่างมีนัยสำคัญทางสถิติที่ระดับ .05 คะแนนเฉลี่ยของมโนทัศน์ทางคณิตศาสตร์จำแนกตามองค์ประกอบ พบว่า การบอกลักษณะเฉพาะ การบอกคำจำกัดความ และการบอกตัวอย่าง สูงกว่าก่อนการทดลองอย่างมีนัยสำคัญทางสถิติที่ระดับ .05 นอกจากนี้มโนทัศน์ทางคณิตศาสตร์ของนักเรียนมีการเปลี่ยนแปลงในทิศทางที่ดีขึ้น

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The “Case” For Assessments: An Evaluation Of Case End Of Course Assessments And Teacher Motivation, Andrew Lawrence Hauser Jan 2021

The “Case” For Assessments: An Evaluation Of Case End Of Course Assessments And Teacher Motivation, Andrew Lawrence Hauser

Theses and Dissertations--Community & Leadership Development

Curriculum for Agricultural Science Education (CASE) End of Course (EoC) assessments are summative assessments used to evaluate the CASE curriculum. This quantitative study explored the effects teacher motivation has on student performance on CASE EoC assessments. CASE teachers (n= 55) who participated in the study responded to the 28-item CASE End of Course Assessment Teacher Motivation Questionnaire on a 5-point Likert-type scale. The researcher conducted a Pearson r Correlation test to determine a relationship between questionnaire mean values and secondary student assessment data. Results from the study outline frequency of responses, perceived value and expectancy mean values, and correlations …

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Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares Jan 2021

Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares

Faculty Research, Scholarly, and Creative Activity

The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.

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Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner Jan 2021

Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner

Reading Horizons: A Journal of Literacy and Language Arts

Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …

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Understanding Middle School Students’ Enrollment Choice For A Fully Online Educational Environment During The Fall Of 2020 Covid-19 National Health Emergency: A Mixed Methods Study, Wendy Maltais Duvall Jan 2021

Understanding Middle School Students’ Enrollment Choice For A Fully Online Educational Environment During The Fall Of 2020 Covid-19 National Health Emergency: A Mixed Methods Study, Wendy Maltais Duvall

Theses and Dissertations--Curriculum and Instruction

Students’ choice in enrolling in a distance learning environment was examined in a mixed methods study in the fall of 2020 during the COVID-19 national health emergency of that same year. After state mandated school closures in the spring 2020, students statewide were forced into a fully online learning situation until the end of that semester. In the fall, the district that was the study site offered families the choice of either hybrid or fully distance learning environments where students could attend school during the national health crisis that had persisted. That choice would be in force for the full …

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“I Felt Seen”: A Mixed-Methods Investigation Of Culturally Responsive Teaching In Postsecondary Education, Caiti Siobhan Griffiths Jan 2021

“I Felt Seen”: A Mixed-Methods Investigation Of Culturally Responsive Teaching In Postsecondary Education, Caiti Siobhan Griffiths

Theses and Dissertations--Educational, School, and Counseling Psychology

Instructors’ beliefs and behaviors shape students’ learning environments (Bandura, 2007). Culturally responsive teaching can make instruction more relevant and supportive to historically marginalized students (Gay, 2000, 2018). Instructor support and care for students are important to undergraduate persistence (Tinto, 1986, 1993). However, White postsecondary instructors may not feel prepared to use culturally responsive teaching (Heitner & Jennings, 2016; Sue et al., 2009). This study used a sequential mixed-methods design to examine postsecondary instructors’ self-perceptions, and students’ lived experiences, related to culturally responsive teaching. In Fall 2020, instructors (N = 99) rated their self-efficacy for culturally responsive teaching on a …

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Teachers’ Motivations To Use Data In Making Instructional Decisions, Theodore Scott Murray Jan 2021

Teachers’ Motivations To Use Data In Making Instructional Decisions, Theodore Scott Murray

Walden Dissertations and Doctoral Studies

Student achievement levels on state standardized tests consistently declined at a high school in the Midwestern United States even after the district established the expectation that teachers use data-driven decision making to guide instruction. The school administration wanted to understand why teachers use data-driven decision making to guide instruction. The purpose of this qualitative study was to understand the reasons and motivations behind teachers’ use of data driven decision making (DDDM) to inform instruction in accordance with district expectations. This study was guided by self-determination theory which focuses on the intrinsic and extrinsic motivations of individuals and the internal and …

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Examining Changes In Learning And Engagement Of Higher Education Students In A Fully Online Flipped Learning Distance Education Classroom, James David Riel Jan 2021

Examining Changes In Learning And Engagement Of Higher Education Students In A Fully Online Flipped Learning Distance Education Classroom, James David Riel

Graduate Theses, Dissertations, and Problem Reports (ETD)

The challenge of implementing effective online distance education courses for academics and institutions is a centuries-old task. We can look across early developments in the 18th century with the creation and delivery of correspondence courses; into the 20th century with teaching and learning across analog methods such as audio and video; and now in the current era of digitized mechanisms that enable the online classroom. This includes advances in internet technologies and computing abilities that are the empowering the backbone processes, bridging connectivity between the student and the instructor. As society has trended toward massive increases in online …

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Investigating Preservice Teachers’ Science Teaching Self-Efficacy: An Analysis Of Reflective Practices, Deepika Menon, Saiqa Azam Jan 2021

Investigating Preservice Teachers’ Science Teaching Self-Efficacy: An Analysis Of Reflective Practices, Deepika Menon, Saiqa Azam

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this mixed methods research was to investigate the development of 55 preservice elementary teachers’ science teaching self-efficacy beliefs through analysis of their reflective practices in a science method course. This year-long study was conducted at two public universities located in the USA and Canada. Within the theoretical frameworks of science teaching self-efficacy and reflective practice, we examined how and in what ways preservice teachers’ reflections on their past science experiences and current science teaching practices contributed to their self-efficacy beliefs. Data were collected from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (STEBI-B), written …

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Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller Jan 2021

Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller

Middle Grades & Secondary Education: Faculty Publications

This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grades students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on the topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and …

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Social Studies In The Primary Classroom: Why They Are Important, Katie Simkanin Jan 2021

Social Studies In The Primary Classroom: Why They Are Important, Katie Simkanin

Williams Honors College, Honors Research Projects

The purpose of this study is to focus on the importance of social studies topics taught in the primary classroom. I will examine the main social studies and historical topics teachers focus on under the framework of the Ohio Common Core State Standards (OCCSS). I will also examine a local school district’s primary social studies curriculum and interview a primary and high school teacher for their thoughts on the benefits of teaching social studies in the classroom, and what topics they think are the most important to cover for their students’ education and success in the higher grades and in …

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A Teacher’S Perspective On The Effectiveness Of Homework At Various Grade Levels, Harlee Garlock Jan 2021

A Teacher’S Perspective On The Effectiveness Of Homework At Various Grade Levels, Harlee Garlock

Williams Honors College, Honors Research Projects

This project centers around research on and discussion about current teachers’ perspective on homework. Data was gathered using an online survey that was sent to a high school and an elementary school. The intent was to draw attention to how each school responded; more specifically how the answers between schools differed. Can we conclude that homework is more beneficial to students in a particular age group? The people who are most qualified to answer that question are those who track student progress daily. An essential part of teaching is assessing student understanding and using the results to direct the instruction …

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Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian Jan 2021

Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian

Language Arts Journal of Michigan

Spring 2021, undergraduate students across the country were entering their second year of obligatory online learning. This moment in time correlated with an increased attention to the Black Lives Matter movement by white youth and the mainstream public. This study, guided by a team of teacher educators committed to realizing racial justice in Secondary literacy education, designed and examined the impact of humanizing racial literacies curriculum taught through forced on learning on undergraduate pre-service teacher’s perspectives about anti-racist curriculum design. This study builds upon a growing body of research on realizing humanizing racial literacies in teacher education pedagogy. The curriculum …

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The Impacts Of An Entrepreneurial Course On Secondary Students' Entrepreneurial Self-Efficacy And Entrepreneurial Intentions, Toi E. Hershman Jan 2021

The Impacts Of An Entrepreneurial Course On Secondary Students' Entrepreneurial Self-Efficacy And Entrepreneurial Intentions, Toi E. Hershman

Graduate Theses, Dissertations, and Problem Reports (ETD)

There is considerable agreement that promoting entrepreneurship stimulates economic development and job creation, which helps maintain a country’s economic competitiveness. Entrepreneurship education is a key to increasing the likelihood of potential entrepreneurs. While substantial research has documented strategies for enhancing students' entrepreneurial mindset and building entrepreneurial skills in higher education, entrepreneurship is rarely incorporated into or studied in secondary education. This mixed-method study examined the impact of an online ten-lesson entrepreneurship course on secondary students' entrepreneurial self-efficacy and entrepreneurial intentions. Students took a pre-survey that measured their entrepreneurial self-efficacy and intentions before the course and a post-survey upon completing the …

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More Than One Story: A Bioecological Model Of Elementary Educators’ Perceptions And Representations Of Diversity, Angela Curfman Jan 2021

More Than One Story: A Bioecological Model Of Elementary Educators’ Perceptions And Representations Of Diversity, Angela Curfman

Graduate Theses, Dissertations, and Problem Reports (ETD)

Classroom teachers have long employed children’s literature in the classroom. Exposure to children’s literature offers a plethora of gains and benefits. Through the usage of children’s literature, critical thinking skills are fostered and factual information is obtained (Hancock, 2000). Varied cultures, linguistic backgrounds, families with diverse socio-economical, and academic backgrounds constitute our public school classrooms. Children’s literature provides readers an opportunity for self-affirmation; therefore, they often seek a mirror in books, (Bishop, 1990). The thoughtful selection of children’s literature in the classroom is essential. Through the lens of Bishop’s (1993) metaphorical notion of books as mirrors, windows, and sliding glass …

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Effects Of Nonexamples On Concept Formation, Catherine Louise Williams Jan 2021

Effects Of Nonexamples On Concept Formation, Catherine Louise Williams

Graduate Theses, Dissertations, and Problem Reports (ETD)

Concept formation is affected by the examples and nonexamples provided during training, but the degree to which examples and nonexamples should differ is unknown. Two experiments compared concept formation when different kinds of nonexamples were used during training. Both experiments included a within-subject comparison of concept formation following three training conditions: a) nonexamples that were more similar to the examples, b) nonexamples that are less similar to the examples, and c) no nonexamples. Arbitrary concepts were trained in Experiment 1 and concepts akin to those that could be taught in a classroom were trained in Experiment 2. Before and after …

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