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Full-Text Articles in Education
Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra
Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra
Journal of Research Initiatives
Technology has impacted every aspect of modern culture, including education. The influx of educational technology in schools presents opportunities to explore ways to engage students in the learning process fully. Although students may enjoy using technology in their daily lives, it is necessary to carefully consider how these students make sense of technology in the learning environment. Using the theoretical framework of constructivism, this Interpretative Phenomenological Analysis (IPA) aimed to understand and describe the lived experiences of three students using technology to learn in a flipped classroom at a New York City public charter high school. The significant findings reveal …
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
Literacy Practice and Research
This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …
The Impacts Of Self-Efficacy And Intrinsic Motivation: Mentoring Students To Be Motivated Readers, Vicki L. Luther
The Impacts Of Self-Efficacy And Intrinsic Motivation: Mentoring Students To Be Motivated Readers, Vicki L. Luther
The Language and Literacy Spectrum
Motivation is a vital element of reading success. However, motivation does not always occur organically; it often takes strategic mentoring for students to be inspired by the prospects of reading. Such mentoring can occur when students can begin to see teachers as fellow readers, and when educators can help students to develop their own, independent goals, passions, and reasons for reading. Based upon Bandura’s social cognitive theory (1997), this article focuses on what research says about the importance of reading motivation and self-efficacy. In addition, the author will give strategies to support student-and teacher-motivation.
Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis
Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis
Journal of Global Education and Research
Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, …
Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien
Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien
Journal of English Learner Education
This study explored the influence of a course in an endorsement program on 22 elementary school Taiwanese English teachers’ perceptions of and designs for differentiated reading instruction. Based on the data analysis of the questionnaire, peer- and self-evaluation, and final projects, this study has two major findings. First, participants gained competence in research-based instructional strategies and approaches for differentiated reading instruction through the endorsement program. Tiered assignments were the most popular activities designed by the participants for differentiated reading instruction. Secondly, their self-efficacy gained in terms of improving their learners’ reading performance and solving their reading problems. This study suggested …
Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion
Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion
Michigan Reading Journal
In March, Michigan educators unexpectedly found themselves rethinking instruction. As schools throughout the state were shuttered due to the COVID-19 health crisis, educators at every level needed to consider ways to sustain relationships with students in an effort to move learning forward. Feedback has always served as a natural connector between teachers and their students, but students’ use of feedback is based upon trust. This article examines the importance of formative assessment and the feedback cycle while exploring ways to deliver feedback in remote settings. By prioritizing the student-teacher relationship, teachers foster students’ active engagement with feedback, thereby raising students’ …
Exploring 3-5 Grade Teachers' Self-Efficacy With Inquiry-Based Science Instruction, Sarah Laden
Exploring 3-5 Grade Teachers' Self-Efficacy With Inquiry-Based Science Instruction, Sarah Laden
Undergraduate Research Journal
From an early age, teachers should expose students to high-quality STEM education to allow them to explore and discover phenomena. In order to prepare students, teachers must be able to assist students and facilitate the inquiry process. Unfortunately, elementary teachers often have low self-efficacy regarding inquiry-based science and resort to instruction that is not supported by research. A survey was given to third through fifth grade teachers at a small, suburban, mid-western school district to measure their self-efficacy regarding inquiry-based science. The teachers responded to questions that asked them to rank themselves on several skills that are required to teach …
Developing Strategic Learners: Supporting Self-Efficacy Through Goal Setting And Reflection, Zoi A. Traga Philippakos
Developing Strategic Learners: Supporting Self-Efficacy Through Goal Setting And Reflection, Zoi A. Traga Philippakos
The Language and Literacy Spectrum
When students face academic challenges, when they receive poor grades on a subject, and when they see unchanged performance -even though they put effort on a task- they often develop the belief that they are not capable of overcoming challenges. Continuous underperformance affects students’ self-efficacy and belief that success is an achievable goal. The purpose of this paper is to explain the process of goal setting with continuous reflection to support students’ writing growth and persistence. The paper further comments on teachers’ goal setting for instructional and professional goals in order to support their instructional delivery and their growth as …
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Journal of Educational Research and Practice
This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants …