Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 5 of 5

Full-Text Articles in Education

Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt May 2016

Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination ...


Nccpe Fact Sheet, Nebraska's Coordinating Commission For Postsecondary Education Apr 2016

Nccpe Fact Sheet, Nebraska's Coordinating Commission For Postsecondary Education

Student Learning

Originally formed in 1976, Nebraskans amended the state constitution in 1990 to create a new Coordinating Commission for Postsecondary Education with increased duties and responsibilities.


The Current State Of Youth Leadership Development Programming In Nebraska, Kathryn M. Brock, L. J. Mcelravy Apr 2016

The Current State Of Youth Leadership Development Programming In Nebraska, Kathryn M. Brock, L. J. Mcelravy

UCARE Research Products

Young leaders are an underutilized resource that can significantly impact a community’s human resource capital, and their development is essential for the transfer leadership through the generations. There is insufficient evidence to prove that youth leadership development programming truly increases young students’ influential capacity; additionally, there is no way to metrically determine programming success. To gain an understanding of the current status of youth leadership programs in Nebraska, fourteen youth programs claiming leadership as one of the top curriculum priorities were interviewed for the purpose of collecting quantitative data to be compiled to make general observations about programming strengths ...


Digital Distractions In The Classroom Phase Ii: Student Classroom Use Of Digital Devices For Non-Class Related Purposes, Bernard R. Mccoy Jan 2016

Digital Distractions In The Classroom Phase Ii: Student Classroom Use Of Digital Devices For Non-Class Related Purposes, Bernard R. Mccoy

Faculty Publications, College of Journalism & Mass Communications

A 2015 survey of American college students examined classroom learning distractions caused by the use of digital devices for non-class purposes. The purpose of the study was to learn more about Millennial Generation students’ behaviors and perceptions regarding their classroom uses of digital devices for non-class purposes. The survey included 675 respondents in 26 states. Respondents spent an average of 20.9% of class time using a digital device for non-class purposes. The average respondent used a digital device 11.43 times for non-class purposes during a typical school day in 2015 compared to 10.93 times in 2013. A ...


Voice Disorder Management Competencies: A Survey Of School-Based Speech-Language Pathologists In Nebraska, Amy F. Teten, Shari L. Deveney, Mary J. Friehe Jan 2016

Voice Disorder Management Competencies: A Survey Of School-Based Speech-Language Pathologists In Nebraska, Amy F. Teten, Shari L. Deveney, Mary J. Friehe

Special Education and Communication Disorders Faculty Publications

Purpose: The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables.

Method: Participants were 153 master’s level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey, including demographic information and a 25-item voice disorders competency checklist.

Results: Findings indicated school-based SLPs did not feel particularly competent in their ability to assess and treat students with voice disorders. Only 1 response mean was higher than a “moderately competent” level. All other item means were at or below this level. Four ...