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Articles 1 - 6 of 6
Full-Text Articles in Education
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Graduate Theses & Dissertations
Many students enter colleges having to take non-credit-bearing courses, and many do not pass these courses due to numerous factors, including anxiety and stress, especially in mathematics. Current literature shows how mindfulness-based interventions (Bamber, & Schneider, 2016; Dvořáková et al., 2017; Hidman, 2013; Miller et al. 2019; Regehr et al., 2013) and a growth mindset (Blackwell et al., 2007; Boaler et al., 2018; May, 2009) have a positive effect on student stress, anxiety, and academic success. This mixed-method study focused on the unSTUCK strategy’s impact, a mindfulness-inspired tool, on foundation math students. The unSTUCK strategy is a mindfulness-inspired program. The …
Understanding Teacher Experience With Instructional Coaching To Inform Program Improvement Reflecting The Principles Of Adult Learning Theory: A Mixed Method Case Study, Shay Reitz
Graduate Theses & Dissertations
Instructional Coaching (IC) is a strand of Professional Development (PD) during which an instructional coach provides individualized support and feedback to teachers, focused on instruction, generally within the context of the teacher’s classroom (Kraft et al., 2018). This fully integrated mixed method case study examined teacher experience with IC in order to understand which operational and emotional components of IC had the greatest perceived impact, in order to inform program improvement. Adult learning theory served as the conceptual framework for this study; the process of teaching adults is known as andragogy (Knowles, 1980). Andragogy indicates that teaching adults in a …
Examining New Teachers’ Perceived Reality Shock And Stages Of Concern Upon Entering The Profession, Meghan Markle
Examining New Teachers’ Perceived Reality Shock And Stages Of Concern Upon Entering The Profession, Meghan Markle
Graduate Theses & Dissertations
The purpose of this qualitative survey study was to use a phenomenological approach to seek input about the experiences of new teachers as they navigate the role transition from pre-service to in-service teacher. This study sought input from new teachers on factors that contribute to their reality shock, as well as their thoughts on the types of supports that have helped to manage their transition into the profession. The top factors contributing to the reality shock as reported by these new teachers during their first years of teaching included: Supporting students with diverse needs, having insufficient or inadequate teaching materials, …
Students’ Perceived Cultural Intelligence Outcomes Based On Their Participation In Undergraduate Courses That Embed Short-Term International Travel: A Case Study, Margaret Arrison Nolan
Students’ Perceived Cultural Intelligence Outcomes Based On Their Participation In Undergraduate Courses That Embed Short-Term International Travel: A Case Study, Margaret Arrison Nolan
Graduate Theses & Dissertations
Cultural intelligence (CQ) refers to an individual’s capability to successfully adapt to new or unfamiliar cultural settings (Earley & Ang, 2003). The purpose of this study was to gain a holistic and comprehensive understanding of the phenomenon of CQ within the context of higher education pedagogy. This study explored undergraduate students’ perceived outcomes of CQ based on their participation in full semester courses that embedded short-term international travel (SIT). The researcher conducted a qualitative, phenomenological case study that explored, in depth, the nuances of students’ shared lived experiences in SIT, and how these experiences intersected with students’ perceived CQ outcomes …
Comparing The Process Oriented Guided Inquiry Learning (Pogil) Method To An Independently Developed Guided Inquiry Method (Indgim) In A High School Academic Chemistry Course., Scott Zgraggen
Graduate Theses & Dissertations
A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of …
The Positive Actions Curriculum As A Special Education Intervention For Students With Emotional Disturbance, Erin Gibbons
The Positive Actions Curriculum As A Special Education Intervention For Students With Emotional Disturbance, Erin Gibbons
Graduate Theses & Dissertations
The purpose of this study was to examine the impact of the Positive Actions curriculum on the academic achievement, attendance, self-esteem and external behavior of students with emotional disturbance. This study was conducted using a quasi- experimental, ex post facto, casual comparative design. The sample population was made up of 2,954 sixth through eighth grade students from three middle schools in a suburban school district. Results revealed no measured impact from the Positive Actions curriculum after one year on academic achievement, attendance, as well as most areas of student reported measures of self-esteem. There was a statistically significant impact from …