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Algebraic Reasoning And Conceptual Understanding: A Mixed Methods Comparison Of In-Person And Virtual Classroom Strategies, Erneice J. Jackson
Algebraic Reasoning And Conceptual Understanding: A Mixed Methods Comparison Of In-Person And Virtual Classroom Strategies, Erneice J. Jackson
Dissertations
Algebraic reasoning is the beginning school of thought to critical thinking. Employers are looking for this 21st century skill. The purpose of this research was to investigate equity in mathematics education using the NCTM Teaching and Learnings Beliefs Survey. Four area were studied: the number of years in education, the degree earned, the grade level taught in education, and the number of years in an educator’s teaching position. A mixed methods inventory was used. Most results were not rejected in this study. Two statements in the survey warranted a discussion. Recommendations were made for further research.
Effects Of Excessive Student Technology Usage On Student Cognitive Engagement, Kristina Leah Loveland
Effects Of Excessive Student Technology Usage On Student Cognitive Engagement, Kristina Leah Loveland
Dissertations
Technology in the classroom has educators asking the question of whether technology engages students on a deep cognitive level or whether technology is holding students back. Educational technology has the potential to increase student engagement (Norris & Coutas, 2014). Wexler (2019) found technology is holding students back because they prefer the virtual setting to a real-world setting. The purpose of this mixed-methods research study was to determine if there is a connection between student cognitive engagement and excessive technology use. Developed by Antonetti and Stice (2018), the four components of Powerful Task Design were identified as the conceptual framework that …
Elementary Educator Perceptions Of The Impact Breaks Have On Student Engagement, Sarah-Bo Kirchhoff
Elementary Educator Perceptions Of The Impact Breaks Have On Student Engagement, Sarah-Bo Kirchhoff
Dissertations
According to the US. Department of Labor, 1991, the United States education has shifted the focused to student performance and academic success (NCEE, 2006). School districts across the nation have increased students’ academic demands, including increased academic instruction time, while the allotted time for recess and academic breaks continuously decrease, significantly impacting the school day’s structure (Brusseau & Hannon, 2015; Ginsburg et al., 2007; Stonehill et al., 2011). However, research asserted that instructional time increase does not significantly impact student achievement. In contrast, the increase of academic instruction time could stimulate behavioral problems and sedentary behaviors, while the continuous decrease …