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Full-Text Articles in Education
Discovering The Pedagogy And Secrets Of Gamification And Game-Based Learning Applied To The Music Theory Classroom, Jordan E. Montana Richards
Discovering The Pedagogy And Secrets Of Gamification And Game-Based Learning Applied To The Music Theory Classroom, Jordan E. Montana Richards
Doctoral Dissertations and Projects
This research project aims to establish the credibility of gamification and game-based learning (GBL) in higher education and online education, specifically for applying digital game-based learning (DGBL) to the twenty-first-century music theory classroom. This research project aims to address the current Education Engagement Crisis, the historical need of engaging students, and adapting the music curriculum to the current technological age. This research project will propose an original digital game concept and framework for teaching music theory core skills and other areas of music-related study in higher education as its contribution to the field and research of music education and digital …
A Phenomenological Study Of Teachers' Experiences With Educational Gamification And Its Impact On Student Engagement In The Middle School Math And Science Classroom, Kimberly Rudd Parks
A Phenomenological Study Of Teachers' Experiences With Educational Gamification And Its Impact On Student Engagement In The Middle School Math And Science Classroom, Kimberly Rudd Parks
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to understand digital gamification and its effect on student engagement based on the lived experiences of middle school math and science teachers in rural schools in the southeast region of the United States. Nick Pelling’s gamification theory guided the study herein. Gamification theory served as a tool to alter learner engagement which impacted instruction and learning. I used a criterion-based purposeful selection of 10 middle school math and science teachers with gamification experience. Participating teachers had three or more years of teaching experience and taught in regional rural schools. The hermeneutical phenomenological study …
The Relationship Between Secondary Teachers’ Self-Efficacy Subscales Of Student Engagement, Instructional Practices, And Classroom Management, And Attitudes About The Inclusive Setting, Stephanie Marie Wood
The Relationship Between Secondary Teachers’ Self-Efficacy Subscales Of Student Engagement, Instructional Practices, And Classroom Management, And Attitudes About The Inclusive Setting, Stephanie Marie Wood
Doctoral Dissertations and Projects
The purpose of this quantitative correlation study is to determine if there is a relationship between in-service secondary teachers’ self-efficacy regarding student engagement, instructional practices, and classroom management and their attitudes toward the inclusive setting. Secondary teachers’ self-efficacy is imperative to student engagement, instructional practices, and classroom management in an inclusive setting. The study surveys 67 in-service middle and high school level general education teachers from a single, rural school district in eastern Pennsylvania. Data were collected using two surveys which are the long form of Teachers’ Sense of Efficacy Scale and The Scale of Teacher’s Attitudes towards Inclusive Classroom. …
Lessons Learned In Social-Emotional Development After A Pandemic: A Qualitative Transcendental Phenomenological Study, Lyndsey Eksili
Lessons Learned In Social-Emotional Development After A Pandemic: A Qualitative Transcendental Phenomenological Study, Lyndsey Eksili
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenological study was to explore the lessons learned by educational leaders and teachers in the social emotional development of K-12 students after the COVID-19 pandemic. Twelve K-12 leaders and teachers in varying in age and demographics participated in interviews, a focus group, and artifact collection to explore the lived experiences and lessons learned in social-emotional learning and development after the pandemic. Themes were then developed based on those experiences using the qualitative transcendental methods of research and data analysis. The themes discovered through research were student struggles, teacher/staff struggles, and school climate. The subthemes …
Elementary Teachers' Experiences Of Student Engagement During Forced Virtual Learning: A Phenomenological Approach, Heather Nicole Campbell
Elementary Teachers' Experiences Of Student Engagement During Forced Virtual Learning: A Phenomenological Approach, Heather Nicole Campbell
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to understand and describe Virginia's Shenandoah Valley Elementary School teachers' experiences of student engagement during forced virtual learning. Teachers' experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura's social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online …
A Quantitative Study Comparing Student Engagement And Student Achievement For Non-Traditional Graduate Students In Blended Synchronous Or Asynchronous Online Learning, Heather Marie Shellabarger
A Quantitative Study Comparing Student Engagement And Student Achievement For Non-Traditional Graduate Students In Blended Synchronous Or Asynchronous Online Learning, Heather Marie Shellabarger
Doctoral Dissertations and Projects
Enrollment in online learning has continued to grow; different types of learning environments are being utilized because of the flexibility they provide. Higher education instructors must understand how to effectively develop asynchronous and blended synchronous environments to maximize student engagement and achievement. The purpose of this quantitative causal-comparative study was to investigate the possible cause-and-effect relationship between the learning environment and student engagement and achievement at a free-standing seminary. A convenience sample of 144 non-traditional seminary students between the ages of 35-and 70 years attending classes in two different learning modalities, blended synchronous and asynchronous online were utilized in this …