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Full-Text Articles in Education
Whole Brain Teaching In A Second Grade Classroom, Shelby Bridges
Whole Brain Teaching In A Second Grade Classroom, Shelby Bridges
Masters of Education in Teaching and Learning
This study addresses the topic of whole brain teaching (WBT). The researcher sought to understand if WBT changed student achievement or student attitudes about math. The researcher also sought to understand students’ perceptions of WBT. The main purpose of this study was for the author to understand if WBT would help students better engage in and understand mathematics. The author collected data through student surveys, teacher and student interviews, personal research journals, and math assessment scores. The researcher used the constant comparative method to analyze the participants’ perceptions of WBT during mathematics instruction. Descriptive statistics were used to understand if …
The High School To First-Year College Instructional Transition: An Investigation Of The Predictions And Perceptions Of Stem Students, Emma Toth
Electronic Theses and Dissertations
Recent national reports have cited ongoing issues in undergraduate science, technology, engineering, and mathematics (STEM) education. Fewer than half of first-year undergraduate students who start in STEM fields graduate with a STEM degree six years later. Most of this attrition occurs between the first and second year of college, and students often cite instructional practices used in introductory college courses as a prominent reason for leaving. Furthermore, students from backgrounds that are underrepresented in STEM fields, including first-generation college students, leave STEM majors at higher rates than their classmates. Recent data show that the instructional practices used in introductory college …
College Teachers' Perceptions Of Technology Professional Development, Jo-Michele Refe Rymarczyk
College Teachers' Perceptions Of Technology Professional Development, Jo-Michele Refe Rymarczyk
Walden Dissertations and Doctoral Studies
Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and …