Education Commons^™

Accelerated Growth: A Case Study Of Teacher Beliefs And Instructional Strategies That Promote Achievement For Students Of Color, Astein K. Osei

All Graduate Theses, Dissertations, and Other Capstone Projects

This study examined the beliefs and instructional strategies that promote accelerated achievement for students of color in a suburban Minneapolis district. The research aimed to identify the beliefs and instructional strategies that lead to traditionally marginalized populations of students in grades 2-5 demonstrating growth on the Measures of Academic Progress (MAP) assessment. The study affirmed that teacher beliefs and instructional practices matter when attempting to create academic growth for traditionally marginalized groups of students. During the study several themes surfaced in relationship to the importance of educator beliefs and instructional practices.

Toward A Unified Computer Learning Theory: Critical Techno Constructivism, Bryan Philip Sanders

LMU/LLS Theses and Dissertations

Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today?

This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in …

Experience And Philosophy In Urban Public Schools, Austin Wade

Williams Honors College, Honors Research Projects

This paper examines the educational philosophy and experience in urban public schools. Combined with relevant educational research and personal reflection, this review presents an educational philosophy, specifically regarding aspects of discipline, classroom management, testing, curriculum, motivation, and achievement. The paper heavily relies upon my own personal experiences as a 10^th grade student teacher at Canton McKinley High School, in Canton, Ohio.

The Curriculum Orientations Of Secondary Stem Teachers And Their Beliefs About Sound Grading, Nathan D. Dean

Boise State University Theses and Dissertations

This study explored two questions: 1) In what ways are the curriculum orientations of STEM teachers predictive of their beliefs regarding sound grading practices? and 2) How do STEM teachers who have received formal training in assessment differ in their grading beliefs from those who have not? A survey instrument was issued to a sample of secondary science and mathematics teachers (n=89) taken from a metropolitan, northwestern school district. The subsequent analyses showed a significant relationship between the self-actualization orientation and the inclusion of non-academic factors when assigning grades. It was also found that participants who had received formal assessment …

Esteemicide: Countering The Legacy Of Self-Esteem In Education, Kenzo Bergeron

LMU/LLS Theses and Dissertations

The concept of self-esteem has so thoroughly infiltrated American education that “most educators believe developing self-esteem to be one of the primary purposes of public education” (Stout, 2001, p. 119). That the available scholarship challenging the validity of self-esteem principles has had little to no impact on schooling and school policy demonstrates the need for more a comprehensive interrogation of a concept that has become so pervasive and commonsensical that many administrators and teachers do not even think to question its place in traditional pedagogy, let alone consider the possibility that self-esteem is a damaging ideological construct. The rhetorical (and …

Fostering Global Citizens In The Infant And Toddler Classroom For The Cultivation Of A Culture Of Humanism, Stefanie Horton

Graduate Student Independent Studies

The purpose of this study is to examine meaningful philosophies and practices of education and care that may contribute to the fostering of youth who respect and value the dignity of all life.

Educating Towards Democracy In Infant/Toddler Classrooms : The Example Of The Bank Street Family Center, Kristina A. Satchell

Graduate Student Independent Studies

This project hopes to shed light on the possibilities and importance of including the youngest citizens of the country (children aged zero-three), their families and their teachers in the discourse and practices of democratic classrooms.

The Educational Philosophy And Pedagogical Practices Of Eliza R. Snow, Jolene Merica

Theses and Dissertations

Eliza R. Snow's contributions as an educator have gone largely unexamined yet are an important element of her lifework. An analysis of her writing, both poetic and instructional, as well as minutes and notes from her instructional meetings, supports the view that as an educator Eliza R. Snow had a definite philosophy that informed her educational practice and shaped teaching and learning in the Church of Jesus Christ of Latter-day Saints. Two articles, one on the educational philosophy of Eliza R. Snow and the other on her pedagogical practices, illuminate her contributions as an educational leader. Snow believed that God's …

Analysis Of Four Current Educational Philosophies And Their Impact On Science Education: Towards A Reformed Christian Philosophy Of Science Education, Kimberly J. Karhoff

Master of Education Program Theses

This thesis analyzes four current educational philosophies: perennialisrn, progressivism, existentialism, and constructivism. Particular attention is paid to their impact on science education. Each philosophy is examined for its philosophical roots, educational theory, science education goals, science education methodology, and science curriculum. It is then critiqued in light of a Reformed Christian perspective. In the discussion, I propose a Reformed philosophy of science education.