Understanding Motivational Differences Through The Lens Of Gamification User Types, Heather J. S. Birch

International Christian Community of Teacher Educators Journal

In the context of an educational technology course, teacher candidates completed Marczewski’s User Types Hexad Test, a questionnaire based on a typology for classifying both intrinsic and extrinsic motivational tendencies. The test results showed teacher candidates' motivational tendencies, through indicating their resonance with six different User Types, including Socializers, Free Spirits, Achievers, Philanthropists, Players, and Disruptors. Knowing their User Type allowed teacher candidates to reflect on their own personal motivations to use various types of digital tools, as well as to consider how their peers and their students with different user profiles may be motivated differently than themselves. The …

Unlocking The Doors To Engagement And Accessibility: A Curriculum Development For Second Grade Learners In Social Studies, Jeanette Mcnair

Masters Theses/Capstone Projects

The goal of this project is to create a second-grade Social Studies curriculum that increases engagement and provides accessibility to all students. The intent is to pull from the instructional frameworks of Universal Design for Learning developed by CAST, Project-Based Learning by The Buck Institute and differentiation by Carol Ann Tomlinson. The following research question was used to propel forward the goal of this project: How can a second grade Social Studies unit unlock student engagement and universal accessibility by applying three educational frameworks? This question was answered by literature research on the topics of engagement and accessibility followed by …

De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono's Six Thinking Hats Strategy. Using de Bono's strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat …

Gifted Female Voices: Perceptions Of Differentiation In Secondary And Higher Education, Ann Makikalli

Electronic Theses and Dissertations

While the advocacy of differentiation as best pedagogical practices for instruction of gifted students can be found in scholarly literature, minimal research attention has been given to high-ability students’ perceptions about their lived classroom experiences. Lack of challenging and accelerated content for identified gifted students can lead to boredom, negative self-perception, and disengagement from school. Gifted adolescent females, who are less likely to address barriers to realizing their potential can especially suffer or thrive depending on curriculum. The purpose of this qualitative study is to describe identified female gifted university students’ perceptions of pre-collegiate and collegiate differentiation of curriculum and …

The Effects Of Using Differentiated Math Stations On Students' Ability To Find Meaningful And Challenging Work In A First-Grade Classroom, Nicole Callahan

Masters Theses/Capstone Projects

This study intended to determine the benefits of using differentiated math stations in a first-grade classroom. The goal was to learn if the levels of differentiated stations affected the first-grade students’ ability to select meaningful and challenging work. Six students from my first-grade class were selected as participants for a purposeful, stratified sample. All participants were volunteers. A research action design method was used to observe participants’ level selections and strategies. Participants interacted with three differentiated math stations in one rotation for a total of four rotations during three weeks of observations. An exit slip completed by students noted their …

Teaching So They Get It To “Got It!” - The Instructional Cha-Chas, Leann M. Nickelsen Mrs.

National Youth Advocacy and Resilience Conference

Merging neuroscience, formative assessment process and differentiation, Instructional Cha-Chas are 4 steps (chunk/chew/check/change) for planning and implementing lessons that prevent and close gaps in all subject areas and grades. You will get templates, tools, and strategies for teaching content so it’s meaningful, for engaging students with high-impact thinking, and for examining and responding to daily student evidence so ALL students get it to “Got It!”

Differences In Remedial Pedagogy Approaches Between Teachers And Students, Jessica Accurso-Salguero

Seton Hall University Dissertations and Theses (ETDs)

This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research in the remedial education field has used quantitative approaches to determine the impact of taking remedial classes on academic outcomes, qualitative research has been less extensively used but offers a better understanding of why students do not remediate successfully. While remedial programs work well when students successfully complete remedial courses, students often fail to complete them. Therefore, it is important to understand why remedial programs sometimes succeed but so often fail. Based on the Grubb and …

The Effects Of Standards-Based Grading And Differentiated Reassessment On The Metacognition, Motivation, And End Of Course Assessments Of 9th Grade American History Students, Benjamin Jeffry Hartnell

Masters Theses/Capstone Projects

This study attempts to determine whether Mastery Learning (with differentiated reassessment) and Mastery Teaching (within a standards-based curriculum) had a 1) metacognitive and/or motivational effect on how students perceive their learning and 2) whether or not Mastery Teaching had an impact on their mastery of the material when compared to students assessed in more traditional classrooms that did not offer reassessment. Using a standard district American History exam given pre- and post-semester and two student learning and motivation surveys (SMQII and PRO-SDLS), the results showed that being taught in a social studies classroom that utilizes differentiated reassessment and Standards-Based Grading …

Teaching Styles And Teacher Growth, Evan Spooner

Honors Projects

Through the use of empirical research and a personal reflection journal, this project examines how differing teaching styles between mentor and student teachers affect student learning and offers a chronicling of my experiences running a classroom for the first time. Several sources were utilized for this project including pre and post-assessment surveys to study the negative or positive impact my teaching had in the classroom, one video-recorded lesson, and a reflection journal covering my experiences each day in class. The results indicate that most students were able to adapt to the teaching style, and in some cases felt their learning …

Oral History Interview With Tony Tan Keng Yam: Conceptualising Smu, Tony Keng Yam Tan

Oral History Collection

The interview covered: higher education landscape, setting up SMU, naming a new university, different university, admission criteria, student interaction, first graduation ceremony, future of university education.

Biography:

Patron, SMU, 2011–present
Visionary and architect of SMU

Dr Tony Tan Keng Yam steered the development of university education in Singapore and was instrumental in the creation of Singapore Management University. Involved in higher education in Singapore for over three decades, he served as education minister (1980–1981 and 1985–1991), vice-chancellor of the National University of Singapore (1980–1981), and was appointed deputy prime minister of Singapore (1995–2005). He is credited with restructuring Singapore’s educational …

Oral History Interview With John Yip Soon Kwong: Conceptualising Smu, Soon Kwong John Yip

Oral History Collection

The interview covered: first involvement with SMU, future needs of university education in Singapore, business education, third university, Singapore Institute of Management, achievements.

Biography:

Executive Director and CEO, Singapore Institute of Management, 1997–2003
Director of Education, MOE, 1987–1996

Dr John Yip Soon Kwong played a major role in developing the concept for Singapore’s third university, Singapore Management University. With his first-hand knowledge of international universities as well as his knowledge of Singapore’s education system, he was part of the early effort to define the scope of Singapore’s third university and to identify an overseas university partner for this new institution. …

Oral History Interview With Janice Bellace: Conceptualising Smu, Janice Bellace

Oral History Collection

The interview with Janet Bellace covered: first involvement with SMU, collaboration with Wharton School, roles and responsibilities, first building, risks and opportunities, founding team, faculty recruitment, board of trustees, government relationship, groundbreaking for city campus, convocation, student interaction, student feedback, graduate placement, milestones, future of SMU.

Biography:

Board of Trustees, SMU, 2001–present
Founding President, SMU, 1999–2001

“Thank you, Janice!” read the front page tribute article of the October 2001 smuhub newsletter. It went on to describe some of Professor Janice Bellace’s contributions as consultant and then founding president of SMU. The article noted that when Janice arrived as president, “…there …