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- Keyword
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- Building on student thinking (1)
- Cognitive demand (1)
- Collegiate mathematics (1)
- Disproportionality (1)
- Equity in education (1)
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- Intro to proof (1)
- MOST (1)
- Multiple exemplar instruction (1)
- Overrepresentation of student groups (1)
- Positive Behavrioal Interventions and Supports (PBIS) (1)
- Productive struggle (1)
- Proving process (1)
- Reading delays (1)
- School discipline (1)
- Secondary students (1)
- Stuck points (1)
- Student behavior (1)
- Textual responding (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Maintenance Of Cognitive Demand During Repeated Task Enactments Using A Teaching Practice That Builds On Student Thinking, Joshua M. Ruk
Maintenance Of Cognitive Demand During Repeated Task Enactments Using A Teaching Practice That Builds On Student Thinking, Joshua M. Ruk
Dissertations
Maintaining high levels of cognitive demand during task enactments can improve student learning in classrooms. Influences such as teachers' beliefs about their students’ abilities, and the curriculum that a teacher uses can affect the factors that contribute to the maintenance of cognitive demand. My study adds to what we know about such influences by looking at how a teaching practice that builds on student thinking affects the factors that contribute to the maintenance of cognitive demand, by asking:
- What does the maintenance of cognitive demand look like when teachers are attempting to attend to student thinking during task enactment?
- How …
Positive Behavioral Interventions And Supports (Pbis): Does Stronger Implementation Relate To More Equitable Student Outcomes In School Discipline?, Stephenie C. Bruce
Positive Behavioral Interventions And Supports (Pbis): Does Stronger Implementation Relate To More Equitable Student Outcomes In School Discipline?, Stephenie C. Bruce
Dissertations
For this study, I explored the degree of implementation of the Positive Behavioral Interventions and Supports (PBIS) framework and the existence of disproportionality of formal school disciplinary responses to behavioral occurrences by race/ethnicity, sex, special education status (SPED), and socioeconomic status (SES) of students. Further, I investigated the relationship between a school’s degree of implementation of PBIS and the existence of disproportionality by race/ethnicity, sex, SPED, and SES, and investigated the differences in the existence of disproportionality in schools that fully implemented PBIS and schools that did not fully implement PBIS.
Literature exists on PBIS implementation and, separately, on the …
Characterizing Undergraduate Students’ Proving Processes Around “Stuck Points”, Yaomingxin Lu
Characterizing Undergraduate Students’ Proving Processes Around “Stuck Points”, Yaomingxin Lu
Dissertations
Learning to prove mathematical propositions is a cornerstone of mathematics as a discipline (de Villiers, 1990). However, since proving is a different mathematical activity as compared to students’ prior experience, research has also shown that many undergraduate students struggle to learn to prove, including those who major in mathematics (Moore, 1994; Selden, 2012). While the field has generated research that has analyzed the final products of proof (Selden & Selden, 2009) and there are frameworks for analyzing problem-solving processes (e.g., Carlson & Bloom, 2005; Schoenfeld, 1985, 2010), much remains to be known about analyzing undergraduate students’ proving processes. With a …
The Effects Of Multiple Exemplar Instruction On The Textual Responding Of Secondary Students With Reading Delays, Ariana D’Arms
The Effects Of Multiple Exemplar Instruction On The Textual Responding Of Secondary Students With Reading Delays, Ariana D’Arms
Dissertations
A majority of eighth-grade students in the United States read below a proficient level, which means that they may have difficulty reading and comprehending grade-level text. Research indicates that older struggling readers may be missing phoneme-related skills, which limits their ability to read proficiently. Unfortunately, there is little research examining strategies for establishing such skills in older struggling readers. Multiple exemplar instruction (MEI), which has benefited young readers with phoneme-related skill deficits, is an intervention that may also be effective for older struggling readers who need phonemic skills. The purpose of the current study was to examine the effects of …