Education Commons^™

Interventions And Supports To Ameliorate Math Anxiety In K-12 Schools: A Meta-Analysis Of Experimental Group Design Research, Madeline Rose Hardy

Theses and Dissertations

"Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math anxiety are reported by 33% of students by the time they reach the age of 15, possibly contributing to this workforce dilemma (Organisation for Economic Co-operation and Development, 2013). Many models and perspectives of math anxiety have been established including conceptualizing math anxiety as a function of working memory deficits, sociocultural conditioning, lack of reappraisal, and anxiety as a precursor to escape-maintained behavior. Math anxiety is more common in individuals with certain disabilities, such as …

How Alumnae Of A Feminist Organization During Middle-High School Perceive Their Involvement As Related To Their Academic Self-Concept, Miranda R. Snyder

Honors College

Research has found that youth involvement in activism can benefit sense of self and belief in one’s abilities to make positive change for those involved through unique communication with people who are passionate about the same issue, a sense of personal empowerment, and a deepened sociopolitical consciousness to understand the complexities of social-justice issues.

This qualitative study provided greater understanding of how youth perceive their involvement in a feminist organization related to their academic self-concept in middle- high school. Six alumnae of the Girls Advisory Board (G.A.B.) of Hardy Girls Healthy Women, a Maine-based nonprofit that focuses on the empowerment …

Time For A Paradigm Shift In School Education?, Geoff N. Masters

Occasional Essays

The thesis of this essay is that the schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes …

Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack

Occasional Paper Series

This article describes a unit implemented in a ninth-grade English classroom using the young adult novel, All American Boys (Reynolds & Keily, 2015) to explore issues of police brutality, privilege, and racism. Pedagogical activities are offered alongside a critical reflection of the unit as the author explores difficult moments while teaching. Implications for English educators and currently practicing ELA teachers are provided with suggestions on how to revise the unit to center on exploring the systematic oppression of people of color.

Supporting Students To Read Complex Texts On Civic Issues: The Role Of Scaffolded Reading Instruction In Democratic Education, Shira Eve Epstein

Democracy and Education

This paper discusses the role of scaffolded reading instruction in democratic education. Focusing on a case study of a high school civic unit on the Syrian civil war and refugee crisis, it argues the importance of such reading instruction. Students noted the challenges they experienced when reading complex texts on the topic. Yet, scaffolded reading activities that helped students interpret and respond to the texts yielded student engagement with disciplinary material and were praised by the students. This paper illustrates the use of such supports and discusses the ramifications of their absence.

Resources For Content-Area Teachers Educating Ells: A Literature Review, Heidi Jo Bartlett

The Nebraska Educator: A Student-Led Journal

Educating English Language Learners (ELLs) is a rapidly growing need in K-12 schools. While often viewed as a homogeneous group, in reality this population is varied in terms of prior knowledge, access to formal education, age, and native language. Despite these differences, students must be taught first social, and then academic, English in order for them to be successful in their classes and graduate. While in previous decades, ELLs were isolated from the mainstream population, common education practices now integrate them into their grade-level classes. However, while working with this high-need population, mainstream content-area teachers often lack the time, professional …

Equal Access To A Good High School Education Will Help Reduce Poverty In Haiti By Preparing More Students For College Work, Isabelle Joseph

English Language Institute

This research advocates for building more public high schools in Haiti to prepare more Haitians for higher education to transform their lives and their communities.

What Are The Factors To Promote Political Acts Of Citizen Participation In Peruvian High Schools?, Jennifer Karen Ponce-Cori

English Language Institute

This poster highlights the importance of citizen participation in Peruvian high schools. This poster explains the surrounding elements (two sets of factors) that encourage youth to be more engaged and committed to civic activities. More significant, this poster indicates the effects of political acts of citizen participation, which are also useful and necessary in democratic societies.

Improving Secondary Teaching In Indonesia Through Whole Brain Teaching, Fnu Arisandy

English Language Institute

Whole Brain Teaching is one of the ways to improve the quality of teaching secondary students in Indonesia. The research was done for the simple present tense topic through quasi experimental design and indicated a satisfactory improvement in students’ interest and understanding.

Pisa 2018: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since it was first conducted in 2000 and measures students’ skills in the core areas of reading literacy, mathematical literacy and scientific literacy. Since PISA 2012, financial literacy has been included as an additional optional assessment that accompanies the core assessments. In Australia, the financial literacy assessment is funded by the Australian Securities and Investment Commission. This report presents the results for the third assessment of financial literacy and focuses on the measurement of financial literacy for Australia as a whole and for different demographic groups, …

“In Our Very Flesh, (R)Evolution”: An Exploration Of Secondary Education Teachers, Otherness, And Embodiment, Ryan Ambuter

Doctoral Dissertations

In education, the proliferation of a mind/body dualism leaves the pedagogy of the body undertheorized, and its impact on education disregarded. While there is not an absence of research on the body within the field of education, what exists is limited in scope. Little has been written about the connections between teachers’ bodies, pedagogy, and politics at the level of secondary education.

This research specifically focuses on teachers who are visibly other, critically conscious of their bodies, and find power in their difference. The purpose of this study is to make meaning of the stories, experiences, and potential of teachers …

The Institutional Pillars Of China's National College Entrance Exam: A Case Study Of Gaozhong High School And Ncee Reforms, Mei Lan Frame

Doctoral Dissertations

This dissertation is based on a case study of a Beijing high school (referred to as “Gaozhong”) during the initial wave of reforms to the National College Entrance Exam (NCEE). Using the conceptual framework of Richard Scott’s “three pillars” of institutions (2008) to analyze stake holder perception toward the NCEE (administrators, teachers, parents, and students), this study identifies and examines the regulatory, normative, and cultural-cognitive elements that comprise the NCEE. Congruent with Scott’s theory that these the combined strength and interdependency between institutional elements prevent institutional change, this study also analyzes the three pillars as barriers to the implementation of …

The Effects Of Social-Emotional Learning At The Secondary Level, Karmen Keltner

Master's Theses & Capstone Projects

This literature review aims to examine social-emotional learning in schools, and more specifically, at the secondary level. The review explains the importance of SEL at the secondary level and its continuation from preschool through high school. Evidence-based secondary SEL programs are presented, and research, including several meta-analyses, are shared that outline the benefits and disadvantages of social-emotional learning programs. Mandated SEL standards at the federal and state levels are covered, as well as policies and laws that enforce and support SEL. An analysis of the published literature on SEL programs at the secondary level suggests they lead to improved academics, …

Critical Approaches To Digital Video Composition And Media Literacy In Preservice Teacher And High School Contexts: Understanding Students’ Perspectives, Seth D. French

Graduate Theses and Dissertations

The first of the following manuscripts explores graduate-level preservice teachers’ responses to a critical digital video project in the context of a Disciplinary Literacies course. This study was particularly interested in the preservice teachers’ obstacles and collaborations they experienced while completing the project, as well as future applications they envisioned for the project in their own classrooms. Findings reveal common obstacles that many preservice teachers experienced throughout the composition process as well as key differences that contributed to some having a more favorable experience with the project than others. The study also identifies insights preservice teachers gained from the critical …

Queering Secondary Education: An Inquiry To The Necessity Of Queer Studies For All Students, Ashlign D. Shoemaker

Honors Theses

In the current state of secondary education, queer studies are appallingly underexposed. The subject matter is often completely disregarded due to a perceived discomfort around themes and content regarding LGBTQ+ sexualities. This process of elimination is a disservice to all students as they continue their education and move on to the adult world. Queer studies must be included for all students to ensure a society of empathy and understanding. Including the queer identity in the secondary education, classroom gives LGBTQ+ students the usable past that is essential to their wellbeing and mental health, and it provides exposure and understanding for …

Book Challenges And Bannings: Young Adult Literature Censorship In Yakima County Secondary Schools, Elizabeth Daley

New Jersey English Journal

Even though young adult literature (YAL) is known to reflect current issues and have few boundaries, it is challenged and banned on an almost-daily basis. Using data from the American Library Association and primary research from Yakima, Washington, this article explores YAL censorship trends on nationwide, statewide, and countywide levels.

Multicultural Education In Secondary Science Classrooms, Kasey Hebert

WWU Honors College Senior Projects

Due to the complexities of multicultural education, no one definition exists of what it is, but there is almost universal consensus regarding some of the major goals of multicultural education. This literature review addresses the stances organized by the National Association of Multicultural Education and explains why the incorporation of all three approaches (cultural context, equity, and social justice) is necessary to properly integrate multicultural education within secondary science classrooms. The integration of cultural context, equity, and social justice is necessary to create a science classroom environment that values the assets that every student brings to the table, provides access …

Understanding Secondary School Teachers’ Tpack And Technology Implementation In Mathematics Classrooms, Julia Eden Hill, Lida Uribe-Florez

Educational Technology Faculty Publications and Presentations

The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK …

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …

Development And Assessment Of A Continuing Education Unit In Quantitative Literacy For High School Stem Teachers, Craig P. Mcclure

Numeracy

Influencing the teaching of quantitative literacy at all levels of education can be difficult due to the many demands placed on educators. In a continuing education course, public high school science teachers participated in a pilot study of a program on quantitative literacy, involving defining quantitative literacy, how it is beneficial to students, examples of quantitative literacy education, and how it may be supported in the science classroom. Surveys administered before and after the unit indicate an improvement in the teachers’ understanding of quantitative literacy, and a follow-up survey indicates that the unit impacted classroom practice. Results support the conclusion …

Proactive Classroom Management Strategies In U.S. Middle And Secondary Education, Brittany R. Graves

All Electronic Theses and Dissertations

Knowledge of classroom management strategies has great importance for middle and secondary teachers. The present research aims to consolidate findings on evidence-based, proactive classroom management strategies for adolescents that can be effectively used by middle and high school teachers of all experience levels. Results suggest that relationship building, antecedent attention, positive verbal feedback, opportunities to respond, proactive discipline, and parental involvement increase engagement and decrease disruptive behavior in middle and secondary classrooms. Veteran, new, and preservice teachers should evaluate and update their classroom management strategies to reflect current, evidence-based practices.

Supporting Examination Reform In Nepal, Mee Young Han

Teacher India

ACER is helping to ensure that school assessment in Nepal focuses on testing higher-order thinking skills.

La Ere Y La Literatura Negra: Una Perspectiva De Educación Integral Y Liberadora En La Educación Media Del Gimnasio Nueva América, Domingo De Jesús Torres Ortíz

Licenciatura en Educación Religiosa

Esta investigación, pretende describir y analizar consideraciones que han generado impacto, desde la Educación Religiosa Escolar (ERE) como una lección o área con un punto de vista tradicionalista, enfocada en estructuras morales y catequistas con cabida fundamental para los educandos, por ende, desfavorece sus realidades y los elementos que el contexto les brinda. Esta cuestión se refleja en la asignatura de religión en el Gimnasio Nueva América y, partiendo de ello, se busca presentar bases teorícas y pedagógicas para determinar una formación liberadora e integral encaminada desde la literatura negra y la ERE desde sus principios comunicativos, sociales, representativos y …

Organizational Management Of Distance Learning: An Analysis Of Teacher Feedback Throughout Hampton Roads Public High Schools During The Covid-19 Pandemic Response, Cody P. Trudeau

OTS Master's Level Projects & Papers

Public schools throughout the United States experienced closures and transitions to online curriculum in the spring of 2020 due to the COVID-19 pandemic. However, many of the policies and strategies implemented to manage teaching faculty were hastily designed and employed out of necessity. This study sought to examine organizational management policies and strategies throughout public high schools in the Hampton Roads region of Virginia through teaching faculty perspectives. This cross-sectional study examined descriptive and correlational statistics of survey responses to determine and evaluate how schools managed communication, responsibilities and delegation, and training for distance learning in order to provide policy …

A Critical Examination Of Secondary Teachers’ Perceptions Of Liberatory Pd, Christine C. Moore

Theses and Dissertations

This study sought to develop an understanding of secondary teachers’ perceptions of liberatory (justice-oriented) professional development at three school sites in a single school district. As participants shared their perceptions, three significant themes emerged; they described 1) facing contextual constraints that limited their agency 2) desiring to be reframed as knowledge producers, yet 3) struggling to envision how their agency could support their liberation. These key findings led to an emergent theory of the Cycle of Professional Development Stagnation, a cycle involving barriers that perpetuate the framing of teachers as passive recipients of knowledge. As evidenced in this qualitative …

After-School Enrichment Programs And Secondary Education Achievement Among African American Males, Willis Roger Carter

Walden Dissertations and Doctoral Studies

The purpose of this single case study, at one high school in the Midwest region of United States, was to examine after-school enrichment programs and their connections to improving academic achievement for African American (AA) male students. The central question of what factors in structured after-school enrichment programs (ASEPs) contribute to academic achievement for AA males was studied using social learning theory and punctuated equilibrium as the theoretical guide. Data were collected via face-to-face interviews and surveys administered to 10 administrators, 10 parents, and 10 teachers who met the criteria for inclusion in the study. Data collection also included classroom …

High School Teacher And Librarian Perspectives Regarding Teaching Digital Media Skills, Tammy Turner

Walden Dissertations and Doctoral Studies

The problem addressed in this qualitative project study was the inconsistency in media literacy instruction provided by high school teachers and librarians when teaching students how to curate and create digital media. With the increase in technology and social media platforms in the 21st century, educators are expected to instruct students in the use of these new literacies. However, many are ill-prepared to teach media literacy. The study was grounded in the conceptual framework of critical media literacy pedagogy and research questions were designed to reflect teachers’ perspectives about and use of elements of critical media literacy pedagogy. A purposeful …

Moving Quickly: One Student’S Reflections On The Value Of Secondary Accelerated Learning Programs, Rachel Marie West

University of the Pacific Theses and Dissertations

The purpose of this interpretive biography was to understand how college graduates perceive their experiences in secondary (high school) accelerated learning programs and the impact of that participation on their continued education. This inquiry was guided by the overarching question: What are college graduates’ perceptions and understandings of their experiences in secondary accelerated programs? Using a postmodern philosophy to review the empirical materials, this interpretive biography focused on the lived experience of a college graduate who participated in an accelerated secondary program and focuses on her reflections after graduating from a four-year university. The study finds that generally, secondary accelerated …