Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
Determining First-Year College Students' Capacity For Active Engagement In Their Own Learning, Melanie Jan Mcdaniel Duvall
Determining First-Year College Students' Capacity For Active Engagement In Their Own Learning, Melanie Jan Mcdaniel Duvall
Dissertations
First-year students are at a higher risk of dropping out of college; therefore, student retention and success are at risk. The purpose of this study is to find statistically significant differences among five demographic variables: (1) first college semester hours earned; (2) first college semester GPA; (3) ACT composite score; (4) high school GPA; and (5) first-generation college students and the 10 Learning and Study Strategies Inventory (LASSI) subscales: Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self-Testing, Test Strategies, Time Management, and Using Academic Resources, to better determine how to help students be more successful. The LASSI instrument …
Professional Development And Its Influence On Teacher Practice And Student Achievement, Jettie Pearl Payne
Professional Development And Its Influence On Teacher Practice And Student Achievement, Jettie Pearl Payne
Masters Theses & Specialist Projects
This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an educational setting, including teacher practice and student achievement. This study uses a survey, interviews, and student benchmark assessment data to assess the influence of PD on a district. Four main themes surfaced from the research in this study: past experiences mold beliefs and practices, coherence throughout a system clarifies expectations, individualized professional learning leads to authentic change in practice, and professional development influences the entire system.
The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
Do Faculty In-Class Incivility Behaviors Predict Type Of Out-Of-Class Interactions Between Faculty And Students?, Trudy-Ann Crossbourne
Do Faculty In-Class Incivility Behaviors Predict Type Of Out-Of-Class Interactions Between Faculty And Students?, Trudy-Ann Crossbourne
Dissertations
The present study explored relationships between two larger streams of research—faculty-student interactions and destructive leadership embodied in faculty incivility towards students. While interactions with faculty outside of class offer tremendous benefits for students’ intellectual and socio-emotional development, avoidance is one of the demonstrated outcomes of destructive leadership on followers and of faculty incivility on students. The theoretical basis for this study was the premise that faculty incivility displayed in class, as perceived by students, could predict the frequency and type of interactions in which students engage with professors outside of the classroom. To test this conjecture, a sample of 785 …
Changing Pre-Service Teachers’ Beliefs About Prevalent Brain-Based Myths In Education, Megan Sparks
Changing Pre-Service Teachers’ Beliefs About Prevalent Brain-Based Myths In Education, Megan Sparks
Masters Theses & Specialist Projects
The present study examined if a conceptual change intervention would decrease pre-service teachers’ beliefs in four prevalent brain-based myths in education, including Visual-Auditory-Kinesthetic (VAK) learning styles, Gardner’s multiple intelligences theory, left- or right-brained hemispheric dominance, and that humans only use 10% of their brains. Participants included 87 college students from one large, comprehensive university who were enrolled in an educational psychology course. All participants received the conceptual change intervention, which consisted of reading an article refuting the brain-based myths, submitting a paper showcasing evaluative thinking and reflection about the brain-based myths, and discussing cognitive development and the brain-based myths in …
The Effect Of Classroom Context On Head Start Teacher Feedback, Jasmine Renee Ernst
The Effect Of Classroom Context On Head Start Teacher Feedback, Jasmine Renee Ernst
Masters Theses & Specialist Projects
The Classroom Assessment Scoring System (CLASS, LaParo, Pianta, & Stuhlman, 2004) assesses quality of teacher social and instructional interactions with children, and classroom management and productivity. Prior research indicated low quality of feedback scores in programs serving low-income children (Early et al., 2005). The purpose of this study was to compare the quantity and quality of managing interaction utterances (i.e. a type of feedback) provided by Head Start teachers (N = 8) in two classroom contexts. Video-recorded book-reading and 20-minute center-time sessions in the fall and spring of a school year were used to assess managing interaction utterances in structured …