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Secondary Education and Teaching
University of Nebraska - Lincoln
College of Education and Human Sciences: Dissertations, Theses, and Student Research
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Articles 1 - 6 of 6
Full-Text Articles in Education
Making Room For Formative Assessment Processes: A Multiple Case Study, Rob Mcentarffer
Making Room For Formative Assessment Processes: A Multiple Case Study, Rob Mcentarffer
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative instrumental multiple case study (Stake, 2005) explored how teachers made room for formative assessment processes in their classrooms, and how thinking about assessment changed during those formative assessment experiences. Data were gathered from six teachers over three months and included teacher interviews, student interviews, participant-observation notes, videos of classroom experiences, and classroom artifacts. These data were analyzed using a category construction method (Merriam, 2009) that involved open coding, axial coding, and finally a cross-case analysis that grouped axial codes according to themes relating to the two research questions. Four case studies describe the process of co-created work with …
Learning To Teach Mathematics With Reasoning And Sense Making, Amy L. Nebesniak
Learning To Teach Mathematics With Reasoning And Sense Making, Amy L. Nebesniak
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher’s understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also …
Exploring Student Perceptions To Explain The Relationship Between Physical Activity And Academic Achievement In Adolescents: A Mixed Methods Study, Megan J. Hylok
College of Education and Human Sciences: Dissertations, Theses, and Student Research
A nationwide survey conducted by the Center for Disease Control in 2007 reported 65% of high school students did not meet the recommendation that youth participate in at least 60 minutes of physical activity most days of the week (CDC, 2008). While research has focused its attention primarily on bodily health, growing evidence supports the benefits of physical activity on brain health (Ratey & Hagerman, 2008). Physical activity is important and many adolescents are not meeting the recommendation, therefore, it is important to explore the adolescent perceptions to understand which factors influence physical activity participation. The significance of this study …
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates from the professional development experience into classroom practice and measureable gains in student achievement (e.g., Desimone et al., 2002). Studies showing improvements in pedagogy and student learning are important. However, studying what teachers are learning and how they learn is important in developing understanding of the content and …
Teacher Collaboration As Professional Development In A Large, Suburban High School, Marlie L. Williams
Teacher Collaboration As Professional Development In A Large, Suburban High School, Marlie L. Williams
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative study explored the impact of teacher collaboration in a professional learning communities (PLC) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on changes in teachers’ instructional practices, their feelings of responsibility for student learning, positive adult interdependence, and changes in teacher self-efficacy. Experts in educational professional development identify the importance of sustained, collegial learning. This study explored the structure of one high school’s professional collaboration model, the measures in place for goal-setting, …
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …