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Articles 1 - 22 of 22
Full-Text Articles in Education
Assessing The Knowledge, Attitudes, And Practices Of Elementary Teacher Educators On The Inclusion Of Computational Thinking Through Coding, Megan Christine Swanson
Assessing The Knowledge, Attitudes, And Practices Of Elementary Teacher Educators On The Inclusion Of Computational Thinking Through Coding, Megan Christine Swanson
Theses and Dissertations
This study sought to understand the knowledge, attitudes, and practices of teacher educators regarding Computational Thinking (CT) and coding. All elementary teacher educators in the state of Utah were sent a survey and asked to participate in a follow up interview. Twentynine faculty replied. Five of the 29 survey respondents were interviewed. Teacher educators shared their definitions of CT and coding, which primarily dealt with problem solving and computer programming, respectively. Overall attitudes were positive about incorporating CT and coding, but many participants questioned how it would fit into the already overwhelming nature of the elementary education major. However, those …
Working Knowledge: An Analysis Of Innovation In K-6 Charter Schools, Jennifer Lynn Price
Working Knowledge: An Analysis Of Innovation In K-6 Charter Schools, Jennifer Lynn Price
Theses and Dissertations
This three-article dissertation explores educational innovation in charter schools. A common frame of reference for each article is the consideration of the influence of Dr. Benjamin Bloom's 2 sigma problem--the observation that one-on-one tutoring, though often cost prohibitively expensive, produces outcomes two standard deviations higher than traditional group-directed instruction. The first article is a literature review of the types of charter school innovations most commonly found in the literature and the type of effect those innovations can have on student learning outcomes. The research suggests that three of the top studied new innovations from charters are technology-based virtual schools, specific …
Preparing K-12 Teachers For Blended Teaching: An Exploration Of Peer-Reviewed Research, Important Practices, And Teacher Experiences, Cecil R. Short
Preparing K-12 Teachers For Blended Teaching: An Exploration Of Peer-Reviewed Research, Important Practices, And Teacher Experiences, Cecil R. Short
Theses and Dissertations
This multiple-article dissertation explores K-12 blended teacher preparation. A literature review describes research trends from 88 articles published in peer-reviewed journals. It reports that current K-12 blended teacher preparation research focuses on explorations of blended teaching literature; professional development and coursework used for blended teacher preparation; defining, developing, and implementing blended teaching competencies; and measuring blended teaching readiness. The literature review suggests that additional work is needed to uncover specific practices that K-12 blended teachers are using across disciplines and grade levels, as well as whether there are specific pedagogies that seem to be effective within specific disciplines and grade …
Interventions And Supports To Ameliorate Math Anxiety In K-12 Schools: A Meta-Analysis Of Experimental Group Design Research, Madeline Rose Hardy
Interventions And Supports To Ameliorate Math Anxiety In K-12 Schools: A Meta-Analysis Of Experimental Group Design Research, Madeline Rose Hardy
Theses and Dissertations
"Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math anxiety are reported by 33% of students by the time they reach the age of 15, possibly contributing to this workforce dilemma (Organisation for Economic Co-operation and Development, 2013). Many models and perspectives of math anxiety have been established including conceptualizing math anxiety as a function of working memory deficits, sociocultural conditioning, lack of reappraisal, and anxiety as a precursor to escape-maintained behavior. Math anxiety is more common in individuals with certain disabilities, such as …
Poverty And Empowerment Discourse In Utah Dual Immersion Classrooms, Lauren Johnson
Poverty And Empowerment Discourse In Utah Dual Immersion Classrooms, Lauren Johnson
Undergraduate Honors Theses
This paper considers the discourse, or communication, that occurs in dual immersion programs in Utah. I take a sociocultural perspective to address the question of whether and how these programs are meeting the unique needs of the students enrolled in them. I consider two tasks frequently viewed in five consecutive days of filming: mirroring/repeated phrases and partner talk. Findings suggest that although they have promise, they often do not meet the intended aims of comprehension and language development. The findings also show that these tasks do little to empower participants. The conclusions and implications suggest that commonly accepted tasks in …
Quality Education In Idaho: A Case Study Of Academic Achievement In Three High-Poverty Rural Schools, Christine Brown
Quality Education In Idaho: A Case Study Of Academic Achievement In Three High-Poverty Rural Schools, Christine Brown
Theses and Dissertations
The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that quality education for students in poverty requires relatable curriculum, teachers who are …
Teachers' Adoption Of Learner-Centered Technology, Melissa C. Warr
Teachers' Adoption Of Learner-Centered Technology, Melissa C. Warr
Theses and Dissertations
In this thesis, I describe research on teachers' experiences with learner-centered technology. Specifically, this research investigated teachers' experiences with adoption of the learner-centered tools available from Imagine Learning, an online elementary school literacy program. This thesis includes an extended literature review describing learner-centered classrooms, technology integration, and models of technology adoption, followed by a journal-ready article that describes teachers' experiences throughout the process of adopting Imagine Learning. Finally, I provide a description my experiences throughout this project as well as a proposal for future areas of study.
Historical Thinking Inside The Box: Preservice Elementary Teachers Use Journey Boxes To Craft Counter Narratives, Jeanette Alarcon, Kathlene Holmes, Eric Ruiz Bybee
Historical Thinking Inside The Box: Preservice Elementary Teachers Use Journey Boxes To Craft Counter Narratives, Jeanette Alarcon, Kathlene Holmes, Eric Ruiz Bybee
Faculty Publications
This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students.
It Takes A Village: Investigating The Critical Role Clinical Faculty Play In Mathematics Teacher Education, Damon L. Bahr
It Takes A Village: Investigating The Critical Role Clinical Faculty Play In Mathematics Teacher Education, Damon L. Bahr
Faculty Publications
The dispositions of preservice elementary education teachers toward reform-oriented mathematics education were surveyed before and after an extended pre-student teaching practicum. During the practicum, university and school-based personnel served a "clinical faculty" as they supported the preservice teachers' practicum experiences. The preservice teachers' perceptions of the clinical faculty's dispositions were also surveyed. Relationships between changes in the dispositions of the preservice teachers and their perceptions of the clinical faculty were discovered thus highlighting the important influence clinical faculty wield as mathematics teacher educators.
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Faculty Publications
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.
Principals' Opinions On The Impact Of High-Stakes Testing On Teaching And Learning In The Public Elementary Schools In The State Of Utah, Raylene Jo Hadley
Principals' Opinions On The Impact Of High-Stakes Testing On Teaching And Learning In The Public Elementary Schools In The State Of Utah, Raylene Jo Hadley
Theses and Dissertations
The No Child Left Behind Act of 2001 (NCLB) brought high-stakes testing to the forefront of American public education. With its call for teachers and schools to be accountable for academic performance, NCLB has focused the spotlight on yearly progress, as measured by students' test scores. Issues associated with this charge include the questionable reliability of tests, the variation evident in state standards, and the consequences an emphasis on high-stakes testing may have on teaching and learning in the classroom. The purpose of this study was to investigate the consequences of high-stakes testing on teaching and learning in public elementary …
Getting Students To School On Time Using Teacher Written Praise Notes, Lynnette Christensen, Paul Caldarella, K. Richard Young, Colleen Densley
Getting Students To School On Time Using Teacher Written Praise Notes, Lynnette Christensen, Paul Caldarella, K. Richard Young, Colleen Densley
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
Bringing Behavior Into Professional Learning Community Discussions, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Pamela Hallam
Bringing Behavior Into Professional Learning Community Discussions, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Pamela Hallam
Faculty Publications
Characteristics of a Professional Learning Community include: Shared mission, vision, values, goals; Collaborative teams FOCUSED ON LEARNING; Collective inquiry into “best practices” and “current reality”; Action orientation/experimentation; Commitment to continuous improvement; Results orientation
Getting Students To School On Time: Effects Of A Praise Note Intervention, Lynnette Christensen, Paul Caldarella, Colleen Densley
Getting Students To School On Time: Effects Of A Praise Note Intervention, Lynnette Christensen, Paul Caldarella, Colleen Densley
Faculty Publications
Our purpose was to evaluate the effectiveness of teacher written praise notes on elementary school student on-time behavior.
Social And Emotional Learning In Kindergarten: Evaluation Of The Strong Start Curriculum, Paul Caldarella, Lynnette Christensen, K. Richard Young, Thomas J. Kramer, Ryan H. Shatzer
Social And Emotional Learning In Kindergarten: Evaluation Of The Strong Start Curriculum, Paul Caldarella, Lynnette Christensen, K. Richard Young, Thomas J. Kramer, Ryan H. Shatzer
Faculty Publications
Social and Emotional Learning promotes competence by teaching skills: Recognize and manage emotion; Develop care and concern for others; Make responsible decisions; Form positive relationships; Handle challenging situations effectively.
Chinese Elementary School Teachers' Perceptions Of Students' Classroom Behavior Problems, Paul Caldarella, Ryan H. Shatzer, Michael Richardson, Caiyun Zhang
Chinese Elementary School Teachers' Perceptions Of Students' Classroom Behavior Problems, Paul Caldarella, Ryan H. Shatzer, Michael Richardson, Caiyun Zhang
Faculty Publications
Teachers’ Perceptions of Misbehavior: Studies over the past 20 years; Many different parts of the world. Teachers’ perceptions can influence: Responses to students; Confidence. Factors that Can Influence Perceptions: Teachers’ experience; Students’ grade level; Student gender; Demographic area; Classroom setting.
Effects Of The Strong Start Curriculum On Students' Social And Emotional Competence, Kalli Kronmiller, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer
Effects Of The Strong Start Curriculum On Students' Social And Emotional Competence, Kalli Kronmiller, Paul Caldarella, Lynnette Christensen, Thomas J. Kramer
Faculty Publications
Research questions: Do children in Grade 2 who participate in Strong Start show an increase in prosocial behaviors? Do children show a decrease in internalizing and externalizing behaviors? Do children at greater risk show greater changes? Do participating students and teachers find the Strong Start curriculum to be socially valid?
School-Based Mentoring For At-Risk Elementary Students, Shauna Valentine, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Allen Gurney
School-Based Mentoring For At-Risk Elementary Students, Shauna Valentine, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Allen Gurney
Faculty Publications
Advantages of School-based Mentoring: Less Costly; Identify More Children via the School Context; School Resources Staff Administration; More Convenient for Volunteers; Time Commitment; Mentors Feel Safer; Establish Community Support within school.
An Exploration Of The Effects Of A Practicum-Based Mathematics Methods Course On The Beliefs Of Elementary Preservice Teachers, Damon L. Bahr, Eula Ewing Monroe
An Exploration Of The Effects Of A Practicum-Based Mathematics Methods Course On The Beliefs Of Elementary Preservice Teachers, Damon L. Bahr, Eula Ewing Monroe
Faculty Publications
Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the "Integrating Mathematics and Pedagogy" (IMAP) research group at San Diego State University. IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder Chauvot, & Thanheiser, 2005). Its use with preservice …
Positive Behavior Support And Perceptions Of School Quality: An Empirical Study, Hilda Sabbah, Paul Caldarella, Michael Richardson, Adrian Juchau, Lynnette Christensen, Michelle Marchant, K. Richard Young
Positive Behavior Support And Perceptions Of School Quality: An Empirical Study, Hilda Sabbah, Paul Caldarella, Michael Richardson, Adrian Juchau, Lynnette Christensen, Michelle Marchant, K. Richard Young
Faculty Publications
The research aim is to explore parent and teacher perceptions of the benefits of a school-wide positive behavior support (PBS) intervention.
Peaceable Schools Mentoring: A Pilot Study, Jennifer Smith, Michelle Marchant, Laura Cummings, Shauna Valentine, Janet Young, Paul Caldarella
Peaceable Schools Mentoring: A Pilot Study, Jennifer Smith, Michelle Marchant, Laura Cummings, Shauna Valentine, Janet Young, Paul Caldarella
Faculty Publications
Peaceable Schools, a project of the Department of Education at BYU, is an organization that seeks to help schools make data-based decisions regarding school-wide and individual interventions for their students. Mentoring has caught the eye of Peaceable Schools because research is still in its infancy and the popularity of implementing mentoring programs is growing steadily. One of Peaceable Schools' current research questions is "What are the effects of mentoring on the social and emotional behaviors of students at-risk for emotional and behavioral disorders?"