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Articles 1 - 8 of 8
Full-Text Articles in Education
The Use Of Project-Based Learning To Scaffold Student Social And Emotional Learning Skill Development, Science Identity, And Science Self-Efficacy, Michelle Sutton Spigner
The Use Of Project-Based Learning To Scaffold Student Social And Emotional Learning Skill Development, Science Identity, And Science Self-Efficacy, Michelle Sutton Spigner
Theses and Dissertations
Project-based learning (PBL) offers an ideal approach for cultivating a robust STEM workforce, empowering students to actively construct their knowledge. This process has the potential to enhance science identity and self-efficacy. Furthermore, because PBL is inherently collaborative, it fosters the development of 21st-century skills, many of which align with social and emotional learning (SEL). While past studies have explored the relationship between PBL, SEL, science identity, and self-efficacy, there is a research gap in examining all three variables collectively within a high school context. Thus, this mixed-methods action research study aimed to determine if the implementation of a PBL unit, …
Critical Literacy And Self Efficacy Among Secondary Students Repeatedly Engaged In Literacy Intervention, Haley Rowles
Critical Literacy And Self Efficacy Among Secondary Students Repeatedly Engaged In Literacy Intervention, Haley Rowles
Theses and Dissertations
This mixed-methods study investigated how critical literacy questioning impacted the self-efficacy of secondary students who had been repeatedly engaged in literacy intervention because of failed standardized assessments as well as the teacher experience in using critical literacy questioning. The study was conducted over four and a half weeks in a secondary literacy intervention classroom. Data was collected using surveys, observations, and interviews, which were analyzed through inductive coding. The results of the study indicate that critical literacy questioning, on average, increased student self-efficacy under certain conditions. It also illustrated that the use of critical literacy questioning, which sometimes leads to …
Race Dynamics And Mentoring Experiences Of Aspiring Black Principals, Tiwana Richardson Meggett
Race Dynamics And Mentoring Experiences Of Aspiring Black Principals, Tiwana Richardson Meggett
Theses and Dissertations
This study aimed to investigate the dynamics of race and mentorship while capturing the lived experiences of Black principals as they were in the pipeline to the principalship. Although America’s public schools are becoming increasingly more diverse with students of color, the number of principals of color is relatively low; Blacks account for 10.7 % of the principalship, while whites account for 68.1% (School Principal Demographics and Statistics in the US, 2022). This qualitative study used Critical Race Theory (CRT) as a framework to inform the reader of racial trends, dynamics and/or thematic parallels of the participants in the study. …
Critical Literacy And Student Engagement: Disrupting The Canon In The Secondary English Classroom, Katherine Burdick Ramp
Critical Literacy And Student Engagement: Disrupting The Canon In The Secondary English Classroom, Katherine Burdick Ramp
Theses and Dissertations
Canonical literature is typically featured on the required texts list of secondary English classes while culturally relevant literature is frequently eschewed. Students struggle to understand and connect with the canonical literature as there are limited cultural connections that are relevant to their lives. As a result of this lack of culturally relevant literature in modern English curriculums, there has been a decrease in student engagement. The purpose of this study was to determine whether students’ engagement and their academic performance increased through the inclusion of these culturally relevant texts. Two research questions guided this study: (1) What effect does the …
The Radical Relationality Of Complex Partnerships: Community-Member Experiences In Critical Community-Based Learning, Amie Riley
Dissertations and Theses
Through a radical relationality within the social-ecological systems that sustain us, critical community-based learning (CBL) in higher education offers a praxis for engaging the demanding pedagogical and community challenges we face. When CBL is implemented as both a critical and sustainability pedagogy, as a strategy for social change, the relationships created by CBL partnerships have the potential to generate transformational outcomes for all partnership agents. Using a critical complexity theoretical framework, a bricolage of complexity science and critical theory, this critical qualitative study sought to understand the systemic patterns and behaviors of a community-based learning partnership by elevating community-member voices. …
Law School News: Dean Bowman On The Scotus Admissions Decision 6-29-2023, Gregory W. Bowman
Law School News: Dean Bowman On The Scotus Admissions Decision 6-29-2023, Gregory W. Bowman
Life of the Law School (1993- )
No abstract provided.
Law School News: Commencement 2023: Rwu Graduates Urged To 'Work Hard And Dream Big Dreams' 5-19-2023, Jill Pais, Roger Williams University School Of Law
Law School News: Commencement 2023: Rwu Graduates Urged To 'Work Hard And Dream Big Dreams' 5-19-2023, Jill Pais, Roger Williams University School Of Law
Life of the Law School (1993- )
No abstract provided.
Navigating Place And Gender: A Multicontextual Critical Narrative Inquiry Of Rural Trans* Student Experiences, Jessie Lynn O'Quinn
Navigating Place And Gender: A Multicontextual Critical Narrative Inquiry Of Rural Trans* Student Experiences, Jessie Lynn O'Quinn
Graduate Theses, Dissertations, and Problem Reports
The purpose of this critical narrative study was to understand how rural West Virginia trans* students navigate cultural norms of their rural home communities and higher education contexts. An essential part of this critical narrative was to provide rural trans* students with an avenue to share their unique experiences and give them a platform to share their voices. The resulting narratives suggested that the normative tensions rural trans* college students experience across contexts stemmed from negative regional experiences that reinforced traditional gender norms. Negative home contexts and experiences forced students to feel like they had to build walls and distance …