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Assessing Teachers’ Dispositions Towards Culturally Responsive Pedagogy In Northwest Arkansas High Schools, Rylie Ford
Assessing Teachers’ Dispositions Towards Culturally Responsive Pedagogy In Northwest Arkansas High Schools, Rylie Ford
Curriculum and Instruction Undergraduate Honors Theses
Culturally responsive pedagogy (CRP) entails the use of cultural knowledge, prior experiences, and learning styles of ethnically and culturally diverse students to make instruction more relevant and effective for them. Furthermore, practices within this pedagogy are validating, inclusive, emancipatory, and ethical, and help diverse students succeed academically while maintaining their cultural identity. Numerous studies have indicated that using culturally responsive pedagogy increases student academic achievement, sense of self, and emotional well-being (Ladson, 1995; Gay, 2018). Considering the varying degrees of cultural and linguistic diversity in Northwest Arkansas (NWA) schools and the lack of reported professional development relating to CRP, this …
Investigation Of K-2 Teachers' Self-Efficacy In One Rural School District, Crystal Schaefer
Investigation Of K-2 Teachers' Self-Efficacy In One Rural School District, Crystal Schaefer
Curriculum and Instruction Undergraduate Honors Theses
In the past four years education has undergone many changes, whether it be shifting to distance learning in 2020 or changing student behaviors, and these changes have undeniable effects on teachers and their self-efficacy. The purpose of this study is to investigate teachers’ sense of self-efficacy. A 24-question Qualtrics survey was distributed through email for kindergarten through second grade teachers between two elementary schools in one rural Arkansas school district. These 24 questions were adapted from The Teachers’ Sense of Efficacy Scale. The survey collected 16 total responses. The survey results provided evidence that teacher efficacy in instructional strategies is …
Exploring Mid-Level Teacher Use Of Behavior-Specific Praise And General Praise, Catherine Anderson
Exploring Mid-Level Teacher Use Of Behavior-Specific Praise And General Praise, Catherine Anderson
Curriculum and Instruction Undergraduate Honors Theses
Behavior-specific praise (BSP) is an evidence-based classroom management practice that can be used to increase desired behavior and decrease undesired behavior. Teachers use general praise (GP) more frequently even though it has proven to be less effective than BSP. This study extends previous research on frequency behavior-specific praise in mid-level classrooms. The expected outcome was that mid-level teacher rates of BSP would be much lower than GP. The proposed research questions include the following: What are middle school teacher’s rates of general praise vs. behavior-specific praise? Do teachers deliver behavior-specific praise more frequently to individual students or groups of students? …