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Articles 31 - 35 of 35
Full-Text Articles in Education
A Comparison Of Restorative Justice Ideology Between Administrators, Teachers, And Parents, Renée J. Alger
A Comparison Of Restorative Justice Ideology Between Administrators, Teachers, And Parents, Renée J. Alger
Walden Dissertations and Doctoral Studies
Researchers suggest that restorative justice processes in schools are a successful alternative to traditional punishments for school discipline, and are used for both reactive and proactive responses to behavior issues. However, the processes are not sustainable if the administration implementing restorative justice do not promote a restorative justice ideology (RJI), and if all systems that impact the student are not aligned. Therefore, study was conducted to compare the level of restorative justice ideology between groups of administrators, teachers, and parents with a validated restorative justice ideology survey instrument that includes cooperation, restoration, and healing, and an accumulative score for RJI …
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson
Walden Dissertations and Doctoral Studies
In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that students learn. The …
Aleks Constructs As Predictors Of High School Mathematics Achievement For Struggling Students, Nadine Mills
Aleks Constructs As Predictors Of High School Mathematics Achievement For Struggling Students, Nadine Mills
Walden Dissertations and Doctoral Studies
Educators in the United States (U.S.) are increasingly turning to intelligent tutoring systems (ITS) to provide differentiated math instruction to high school students. However, many struggling high school learners do not perform well on these platforms, which reinforces the need for more awareness about effective supports that influence the achievement of learners in these milieus. The purpose of this study was to determine what factors of the Assessment and Learning in Knowledge Spaces (ALEKS), an ITS, are predictive of struggling learners' performance in a blended-learning Algebra 1 course at an inner city technical high school located in the northeastern U.S. …
Second Grade Teachers' Perspectives On Differentiated Instruction, Alyssa Simmons
Second Grade Teachers' Perspectives On Differentiated Instruction, Alyssa Simmons
Walden Dissertations and Doctoral Studies
Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of social constructivism and differentiated instruction, the purpose of this study was to investigate second grade teachers' perspectives about using differentiated literacy instruction and the effect of their teaching experience and participation in professional development on those perspectives. Data for this nonexperimental, causal-comparative study were collected from 93 second grade teachers via …
Conceptual Framework For A Curriculum In Social Change, Iris M. Yob
Conceptual Framework For A Curriculum In Social Change, Iris M. Yob
Journal of Sustainable Social Change
Colleges, universities, and many high schools are expressing their mission in terms of creating social change or contributing to the common good. Such a mission suggests that if they are going to graduate students who will fulfill this mission, they will need to consider how they will best prepare students to do this. The conceptual framework for a curriculum in social change in this article offers a holistic approach, taking into account what a student should know, be able to do, and what values and attitudes should be nurtured. To that end, the article identifies three competencies in the knowledge …