Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Morehead State University (43)
- Australian Council for Educational Research (ACER) (35)
- University of Nebraska - Lincoln (35)
- University of Nebraska at Omaha (26)
- University of Arkansas, Fayetteville (22)
-
- University of Dayton (19)
- Western Michigan University (19)
- Portland State University (17)
- Chapman University (14)
- Technological University Dublin (11)
- Utah State University (10)
- Liberty University (9)
- Old Dominion University (8)
- University of Kentucky (8)
- CCT College Dublin (7)
- Singapore Management University (6)
- Antioch University (4)
- Boise State University (4)
- Georgia Southern University (4)
- Minnesota State University, Mankato (4)
- Northwestern College, Iowa (4)
- Embry-Riddle Aeronautical University (3)
- Illinois Math and Science Academy (3)
- Otterbein University (3)
- California State University, San Bernardino (2)
- City University of New York (CUNY) (2)
- Columbia Law School (2)
- Kutztown University (2)
- Loyola University Chicago (2)
- University of New Mexico (2)
- Keyword
-
- Assessment (16)
- Higher education (12)
- Professional development (12)
- Adult learning (11)
- Education (10)
-
- COVID-19 (8)
- Digital literacy (8)
- Work-based learning -- Research (8)
- Disadvantaged (6)
- Educational leadership (6)
- Educational policy (6)
- International programs (6)
- Mathematics (6)
- Professional Development (6)
- Academic achievement (5)
- Covid-19 (5)
- High school (5)
- Leadership (5)
- Literacy (5)
- Student achievement (5)
- Student assessment (5)
- Teaching & Learning (5)
- Training (5)
- ACT Aspire (4)
- Arkansas (4)
- COVID-19 pandemic (4)
- Content-area growth (4)
- Curriculum-based assessment (4)
- Developing countries (4)
- Early childhood education (4)
- Publication
-
- Faculty Research at Morehead State University (39)
- Library Philosophy and Practice (e-journal) (28)
- Educational Leadership Faculty Publications (17)
- Education Faculty Articles and Research (13)
- Education Reform Faculty and Graduate Students Publications (13)
-
- Assessment in Action Conference (11)
- Enrollment Reports (11)
- 21CLEO Research Project Blog Posts (9)
- Instructional Technology and Learning Sciences Faculty Publications (8)
- Arkansas Education Reports (7)
- Doctoral Dissertations and Projects (7)
- Teaching and Learning Bulletins (6)
- Articles (5)
- Publications (5)
- Research Collection School Of Computing and Information Systems (5)
- Antioch University Dissertations & Theses (4)
- Assessment Grants (4)
- Assessment and Reporting (4)
- Master's Theses & Capstone Projects (4)
- Office of Institutional Research & Analysis Publication Archive (4)
- Common Data Sets (3)
- Early and Special Education Faculty Publications and Presentations (3)
- Educational, School, and Counseling Psychology Faculty Publications (3)
- Faculty Achievement Reports (3)
- Instruments for Measuring Online Teaching Practices (3)
- OECD Programme for International Student Assessment (PISA) Australia (3)
- Research and Evaluation in Education, Technology, Art, and Design (3)
- STEMPS Faculty Publications (3)
- Teacher India (3)
- University Studies Assessment Research (3)
Articles 361 - 364 of 364
Full-Text Articles in Education
Teachers Of Color's Perception On Identity And Academic Success: A Reflective Narrative, Lynette Suliana Sikahema Finau
Teachers Of Color's Perception On Identity And Academic Success: A Reflective Narrative, Lynette Suliana Sikahema Finau
Antioch University Dissertations & Theses
Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its …
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones
Antioch University Dissertations & Theses
School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and …
Assessing Undergraduate And Post Graduate Students’ Information Literacy Skills: Scenario And Requirements In Pakistan, Muhammad Safdar, Haroon Idrees Dr.
Assessing Undergraduate And Post Graduate Students’ Information Literacy Skills: Scenario And Requirements In Pakistan, Muhammad Safdar, Haroon Idrees Dr.
Library Philosophy and Practice (e-journal)
This study was conducted to assess information literacy (IL) skills of post graduate (PG) and undergraduate (UG) students, of one of the premier universities at the national level of Pakistan. It was also intended to explore the students’ opinion about the need of information literacy program and related contents. Quantitative research approach was employed to conduct the study and survey method using structured questionnaire was used to collect the data from 400 respondents using convenient sampling technique. Results of the study revealed that majority of the respondents lacked information literacy skills. However, the major part of the respondents considered the …
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman
Teaching & Learning Faculty Publications
Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are methodologies used by mathematics teacher educators (MTEs). These methodologies have opened up the field by unpacking and unearthing MTEs' work communicating findings from their practices. Building from our previous working groups at PME-NA 2018-2020, we sustain a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. At PME-NA Philadelphia, we will continue our work at PME-NA Mexico on self-based methodologies to develop perspectives on philosophical underpinnings of self-based methodologies and addressing trustworthiness and authenticity in our reports.