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Articles 1 - 6 of 6
Full-Text Articles in Education
Pbis Social Culture In An Alternative Education Setting: What Do Students Know About Their Language, Experiences, And Values?, Maria P. Kreiter
Pbis Social Culture In An Alternative Education Setting: What Do Students Know About Their Language, Experiences, And Values?, Maria P. Kreiter
Graduate Theses & Dissertations
School discipline and safety has been an ongoing concern in the United States, as well as statistics about the students that are affected by these concerns. Extreme programming such as zero tolerance has created a pathway for students with safety concerns and disruptive behaviors toward alternative education programs. Unfortunately, simply removing students from public schools has not extinguished the undesired behaviors, but may actually increase more severe and frequent discipline problems, as well as restricted these students from needed and accessible programs. While PBIS in Alternative Education (AE) settings has encouraging outcomes, little research is available in these settings where …
The Positive Actions Curriculum As A Special Education Intervention For Students With Emotional Disturbance, Erin Gibbons
The Positive Actions Curriculum As A Special Education Intervention For Students With Emotional Disturbance, Erin Gibbons
Graduate Theses & Dissertations
The purpose of this study was to examine the impact of the Positive Actions curriculum on the academic achievement, attendance, self-esteem and external behavior of students with emotional disturbance. This study was conducted using a quasi- experimental, ex post facto, casual comparative design. The sample population was made up of 2,954 sixth through eighth grade students from three middle schools in a suburban school district. Results revealed no measured impact from the Positive Actions curriculum after one year on academic achievement, attendance, as well as most areas of student reported measures of self-esteem. There was a statistically significant impact from …
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Graduate Theses & Dissertations
Students with learning disabilities represent a group of students who are frequently most in need of high-quality instruction in order to meet the academic goals consistent with their non-disabled peers (Kretlow & Blatz, 2011). Despite the existence of several easily accessible, free online resources and federal mandates in laws such as those in the Every Student Succeeds Act (ESSA, 2015) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), research has found that teachers still fail to implement evidence-based practices in their instruction (Cook, Smith & Tankersley, 2012). The purpose of this study was to measure the level of …
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Faculty Curated Undergraduate Works
Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …
Inclusion Of Students With High Need Autism: General Education Teachers’ Attitudes And Beliefs Versus Practice, Joanna Davis
Inclusion Of Students With High Need Autism: General Education Teachers’ Attitudes And Beliefs Versus Practice, Joanna Davis
Graduate Theses & Dissertations
Given the simultaneous rise in rates of autism and the expectations for school-based inclusion of students with disabilities, research targeting inclusive practices continues to be a priority. Researchers have examined the attitudes and perspectives of general education teachers and best practice for including individuals with high functioning autism spectrum disorders. However, there is little research exploring the relationship between attitudes and practice with regard to the inclusion of individuals on the low functioning end of the spectrum. The purpose of this study was to explore the self-reported attitudes and perspectives of general education teachers in relation to what was observed …
Culturally Relevant Pedagogy: Utilizing Hip Hop’S Intrinsic Quality Of Storytelling To Encourage Student Identity, Engagement And Empowerment In The Urban Classroom., Ruth B. Patterson
Culturally Relevant Pedagogy: Utilizing Hip Hop’S Intrinsic Quality Of Storytelling To Encourage Student Identity, Engagement And Empowerment In The Urban Classroom., Ruth B. Patterson
Graduate Theses & Dissertations
The purpose of this study is to add to the existing literature of knowledge and understanding of how a culturally relevant pedagogy such as Hip Hop can serve as an intrinsic motivation to encourage identity, engagement and empowerment among African American and Latino students. Critical Race Theory is utilized as the theoretical lens in this study as it challenges traditional educational practices and beliefs. The overarching question guiding this research is centered on “What is the value of utilizing Hip Hop’s intrinsic quality of storytelling to encourage identity, engagement and empowerment among African American and Latino students in the urban …