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Teachers And Administrators Explain How And Why Teachers Change Instructional Methods In A Pre-K Through Eight Catholic School, Judith A. Deeley

USF Tampa Graduate Theses and Dissertations

This qualitative exploratory study explored how and why teachers at four small Catholic schools in the state of Florida transformed by changing instructional methods to offer full integration of science, technology, religion, engineering, arts and mathematics (STREAM) approaches into learning experiences for grades pre-k through eight. There was a time up until the early 2000s that Catholic school enrollment was at capacity and did not require differentiation based upon unique student learning needs. However, students of current times reflect a higher need for educational approaches that are both differentiated and engaging.

“Teachers are required to teach more content and subjects …

Investigating The Effects Of Motivational Interviewing Compared To Action Planning On Supporting The Emotional And Academic Success Of Ninth Grade Students In Advanced Placement Classes, Kai Zhuang Shum

USF Tampa Graduate Theses and Dissertations

High school students in accelerated curricula (i.e., Advanced Placement classes or pre-International Baccalaureate program) tend to report higher level of perceived stress compared to general education students due to additional academic demands that stemmed from accelerated courses (Suldo & Shaunessy-Dedrick, 2013). However, this group of students often receives limited if any targeted supports in schools because they tend to perform well academically (Suldo, O'Brennan, Storey, & Shaunessy-Dedrick, 2018). To address this gap in literature, this study investigated the efficacy of a targeted intervention in development to support academic and emotional success among students in accelerated curricula, namely the Motivation, Assessment, …