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Articles 1 - 7 of 7
Full-Text Articles in Education
A Mixed Methods Study Of Middle School Teachers’ Perceptions Of Schoolwide Positive Behavior Interventions And Supports And Its Influence On Effective Implementation, Tiffany J. Baskin-Downs
A Mixed Methods Study Of Middle School Teachers’ Perceptions Of Schoolwide Positive Behavior Interventions And Supports And Its Influence On Effective Implementation, Tiffany J. Baskin-Downs
Theses and Dissertations
The use of a multi-tiered system of supports framework has been of growing interest in addressing issues related to disruptive behaviors and school suspensions. The purpose of this mixed-methods sequential, explanatory study was to examine middle school teachers’ perceptions (behavioral expectations defined, behavioral expectations taught, and an ongoing system for rewarding behavioral expectations) of their efforts toward implementing Schoolwide Positive Behavioral Interventions and Supports with fidelity in two middle schools within an urban school district located in Georgia. Data analyses included descriptive statistics, homogeneity of variance Levene’s test, t-tests, factorial analysis, a one-way analysis of variance, post-hoc tests, frequencies and …
A Comparison Study Of Beliefs And Perceptions Of Growth Mindsets Between P-12 Teachers And Parents, Jadedra L. Gilmore
A Comparison Study Of Beliefs And Perceptions Of Growth Mindsets Between P-12 Teachers And Parents, Jadedra L. Gilmore
Theses and Dissertations
Efforts in educational settings are increasing towards building cultures of growth mindsets that promote positive outcomes for all stakeholders. Nevertheless, a continuous cycle of false growth mindsets continues to spread among educational entities and parenting practices worldwide. Dweck suggests that many educators, students, and parents have been misguided regarding the mindset theory due to the spread of false growth mindsets. The purpose of this explanatory, sequential mixed methods research study was to compare beliefs and perceptions of growth mindset between P-12 teachers and parents. The theoretical framework of this study was the mindset theory, previously termed as the implicit theories …
Validation Of The Assessment Of Teachers’ Pedagogical Content Knowledge As A Self-Assessment With K-12 Teachers In A Title 1 School District, Jami Michel Moore
Validation Of The Assessment Of Teachers’ Pedagogical Content Knowledge As A Self-Assessment With K-12 Teachers In A Title 1 School District, Jami Michel Moore
Theses and Dissertations
Teacher quality has become a topic of national discussion due to the United States’ lagging behind other countries’ success on both international and national assessments. Validation of the Assessment of Teachers’ Pedagogical Content Knowledge (ATPCK) as a self-assessment with K-12 teachers in a Title 1 school district is the purpose of this research. Assessing teachers’ pedagogical content knowledge (PCK) growth as a result of professional development is a challenge. Utilizing confirmatory factor analysis allowed the researcher to determine the validity and reliability of the ATPCK as a self-assessment measure of teachers’ PCK. The research results will be utilized to support …
Student Perceptions Of Engagement And The Relationship To Student Perceptions Of Teacher In The Visual Art Classroom, Kirby Brooks Meng
Student Perceptions Of Engagement And The Relationship To Student Perceptions Of Teacher In The Visual Art Classroom, Kirby Brooks Meng
Theses and Dissertations
Lack of student engagement in high schools is a concerning factor in education; low levels of engagement can lead to student apathy, academic challenges, disruptive behavior, and a higher dropout rate. The purpose of this research was to examine the relationship between high school students’ perceptions of engagement and students’ perceptions of the teacher in the visual art classroom. The researcher used social constructivism as a lens through which to explore this topic. The theory of constructivism focuses on active exploration and learning about ideas of personal significance, where the teacher plays an essential supportive and guiding role in student …
The Relationship Between School Climate And Student Achievement At The Middle School Level In Georgia, Curtis Brett Wallace
The Relationship Between School Climate And Student Achievement At The Middle School Level In Georgia, Curtis Brett Wallace
Theses and Dissertations
School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both …
Connecting To History Through Service-Learning: A Qualitative Case Study Investigating Student Engagement In Core History Courses, Kimberly D. Stokes
Connecting To History Through Service-Learning: A Qualitative Case Study Investigating Student Engagement In Core History Courses, Kimberly D. Stokes
Theses and Dissertations
Surveys have shown that students are not enthusiastic about taking history in college; some describe the discipline as boring and unnecessary. College is a setting where students are investing in themselves, exploring new knowledge to build a career, and gaining insight into the person they want to become in the future. Learning history through a traditional lecture method where memorization of names, dates, and events seems to be the norm is not appealing to students. Universities, promoting the thought that a well-rounded education is beneficial, commonly add history to the collection of general education core courses that are required for …
Implementing Writing In Content Areas: Teachers’ Perceptions As Writing Instructors, Matthew Davis Shemwell
Implementing Writing In Content Areas: Teachers’ Perceptions As Writing Instructors, Matthew Davis Shemwell
Theses and Dissertations
Teachers across content areas have a shared responsibility to incorporate writing instruction into the curriculum; however, analysis of needs assessment survey data collected during Striving Readers Comprehensive Literacy grant application in 2014 revealed that the faculty of the participating high school did not embrace writing instruction responsibility. The purpose of the study was to investigate teachers’ perceptions, confidence, and use of writing instructional strategies throughout content areas at the conclusion of implementation of the five-year grant. The researcher conducted an explanatory sequential mixed methods design that utilized a survey, interviews, and lesson plan document analysis. The survey sample consisted of …