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Full-Text Articles in Education
The Effects Of Active Learning Technology On Instructors’ Practices And Students’ Engagement And Grades: A Mixed Methods Study, Jeremy C. Van Hof
The Effects Of Active Learning Technology On Instructors’ Practices And Students’ Engagement And Grades: A Mixed Methods Study, Jeremy C. Van Hof
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Partly in response to university teachers’ changing pedagogies marked by flipping instruction, lecture capture technologies are evolving into active learning systems. Little published research exists on the effects of active learning technology on either teachers or students. This two-phase sequential explanatory mixed methods study details the effects that active learning systems have on instructor practices and on student grades and engagement. Phase one combined quantitative data collection with instructor interviews. Phase one findings show higher student engagement levels correlate with the use of the active learning system only in the presence of very specific, flipped classroom practices. Phase two, a …
Life Satisfaction: A Study Of Engagement And The Academic Progress Of High School Students With Specific Learning Disabilities, Rebecca Dilling
Life Satisfaction: A Study Of Engagement And The Academic Progress Of High School Students With Specific Learning Disabilities, Rebecca Dilling
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to understand how high school students with specific learning disabilities describe life satisfaction and its impact on student motivation, academic engagement, and academic progress. Bruner’s constructivist theory guided this research. Other theories included: Piaget’s cognitive development theory, Bronfenbrenner’s ecological theory, Vygotsky’s social learning theory, Erikson’s psychosocial development theory, Maslow’s hierarchy of needs theory, Bowlby’s attachment theory, Dewey’s brain-based learning theory, Glasser’s control theory of motivation, Bandura’s social cognitive theory, Deci and Ryan’s self-determination theory, and Bandura’s self-efficacy theory. Data collection tools included the researcher’s journal, classroom observations, student interviews, two student focus …
Investigating The Influence Of The Level Of Inquiry On Student Engagement, Emily K. Faulconer
Investigating The Influence Of The Level Of Inquiry On Student Engagement, Emily K. Faulconer
Publications
Previous studies investigating student-generated questions in a laboratory class compared inquiry to a traditional approach without characterizing the inquiry level. This study investigated the influence of inquiry level on the quantity and quality of student-generated questions over one semester in a General Chemistry course with 356 participants. The researchers studied two types of inquiry in labs: structured inquiry and open inquiry. Quantity and quality of student-generated questions were analyzed and student attitudes were measured using a LIKERT survey while content knowledge was assessed via post-test. A close relationship was not found between the level of inquiry and the quantity or …
The Effects Of Community-Building On Achievement, Motivation, And Engagement In Undergraduate Mathematics, Hannak Keith
The Effects Of Community-Building On Achievement, Motivation, And Engagement In Undergraduate Mathematics, Hannak Keith
Mahurin Honors College Capstone Experience/Thesis Projects
This 2 x 2 quasi-experimental study examined the effects of pedagogical method (i.e., direct instruction vs. 5E inquiry) and intentional community-building (i.e., absence or presence) on undergraduate student (N = 103) motivation, engagement, and achievement in mathematics. Conditions were randomly assigned to one of four different College Algebra classes with a one-time occurrence and taught by a trained expert teacher. Findings indicated that intentional community-building – regardless of pedagogical method – had the strongest effects on students’ motivation, engagement, and achievement. Although no differing pedagogical effects were discovered (most likely due to the one-time implementation of the lesson formats), …
A Correlational Study Of The Motivation And Engagement In Teachers: Experience And Effectiveness, Cynthia Phillips
A Correlational Study Of The Motivation And Engagement In Teachers: Experience And Effectiveness, Cynthia Phillips
Doctoral Dissertations and Projects
he purpose of this correlational study was to determine if there is a relationship between the motivation and engagement level of induction (first four years) teachers as compared to veteran (five or more years) teachers using the overall score on the Teacher Keys Effectiveness System (TKES, 2013) and the Motivation and Engagement Scale (MES-W, 2012) developed by Martin (2012). Teachers from four participating districts located in northeast Georgia were divided into two groups based on years of teaching experience. Both groups participated in an online survey (MES-W, 2012), which collected demographic data as well as responses to the MES-W survey. …
Rigor Demystified, Now What?: Applying & Aligning Webb’S Depth Of Knowledge To Literacy & Math Instruction., Barbara Serianni, Kelly Brooksher
Rigor Demystified, Now What?: Applying & Aligning Webb’S Depth Of Knowledge To Literacy & Math Instruction., Barbara Serianni, Kelly Brooksher
National Youth Advocacy and Resilience Conference
After exploring the four levels of cognitive rigor in Webb’s Depth of Knowledge (DOK) and the alignment to the Common Core. Participants will further engage in hands-on activities designed to model the application of DOK in the content areas of literacy and mathematics to improve instructional alignment, increase student engagement, and ensure appropriate rigor in classroom activities and assessment.
Using Thinking Routines As A Pedagogy For Teaching English As A Second Language In Palestine, Majida "Mohammed Yousef" Dajani Dr.
Using Thinking Routines As A Pedagogy For Teaching English As A Second Language In Palestine, Majida "Mohammed Yousef" Dajani Dr.
Journal of Educational Research and Practice
This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English …
A Meta-Analysis Of Middle School Science Engagement, Leanna B. Aker
A Meta-Analysis Of Middle School Science Engagement, Leanna B. Aker
Education Dissertations
Researchers and educational practitioners have long been concerned with declines in science engagement reported by students as they transition into the middle school setting. Though the operationalization of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement has recently emerged in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization was warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors had the strongest relationship with self-reported science engagement in early adolescence. These predictors also …