Education Commons^™

Going 1:1- Writing Policy To Support The 21st Century Student: A Policy Advocacy Document, Tracey K. Landry

Dissertations

In an effort to prepare its graduates with the 21^st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven …

Black Female Adolescents And Racism In Schools: Experiences In A Colorblind Society, Nicole Joseph, Kara Viesca, Margarita Bianco

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black …

Teaching History: Effective Teaching For Learning History - Chronological Vs. Thematic Approaches To Student Historical Comprehension, Shane Williams

Master of Education Program Theses

This action research study investigated the effects of different types of instruction on student learning of historical thinking. There are several instructional methods to teaching history but most fall into two major approaches: chronological or thematic. This study used twenty-eight high school students in two sections of a junior-senior World History course. The research project utilized three full eighteen day instructional units: The World War II unit was taught from the chronological perspective, the Cold War unit was taught from the thematic, and the instruction for the globalization unit utilized a blended approach or combination of the chronological and thematic …

Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero

FIU Electronic Theses and Dissertations

This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.

After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results …

Primary Sources & Historical Understanding In High School American History, Kristina Nelson

Education Masters Papers

Learning history in high school is often disconnected from the process used by professional historians to understand the past. This research studies the implementation of primary source analysis in the high school American History classroom as a means to increase historical understanding. Previous research focuses on increasing achievement while this study also includes impact on engagement and attitude. Primary source analysis was the main instructional strategy used in one unit of study in a required ninth grade American History course at a suburban high school in April 2016. Student historical understanding was assessed using student self-reports on a daily basis, …

Reinventing The High School Government Course: Rigor, Simulations, And Learning From Text, Walter C. Parker, Jane C. Lo

Democracy and Education

The high school government course is arguably the main site of formal civic education in the country today. This article presents the curriculum that resulted from a multiyear study aimed at improving the course. The pedagogic model, called Knowledge in Action, centers on a rigorous form of project-based learning where the projects are weeks-long simulations. The first section introduces the course and the study, the second describes the methodology and design principles, the third describes the political simulations that are the spine of the course, and the fourth examines implementation and design issues that emerged across the years. The …

Teacher And Student Perceptions On High School Science Flipped Classrooms: Educational Breakthrough Or Media Hype?, Rebecca C. Hunley

Electronic Theses and Dissertations

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning.

The purpose of this research was to evaluate teacher and student perceptions of high …

Barriers High School Teachers Encounter In Teaching Critical Thinking In Writing, Monica Murray

Walden Dissertations and Doctoral Studies

In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, …

A Literacy Photostory: Improving Classroom Literacy Instruction, Melanie Goeddel

Undergraduate Theses, Professional Papers, and Capstone Artifacts

In rapidly changing times, students need to understand and utilize various types of literacies in order to be productive citizens and communicate with each other in a fast-paced world. Literacy is often simplified to the ability to read and write, only on some occasions including other topics such as speaking and listening skills, or computer literacies. The need for improved literacy instruction is apparent in high schools, and this study seeks to inform educators of different needs and hopes that students may have in the broad field of literacy. This study seeks to expand the definition of literacy while simultaneously …