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- Achievement Distortion (1)
- Black Genius (1)
- Black student achievement (1)
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- Educator preparation program (EPP) (1)
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Articles 1 - 3 of 3
Full-Text Articles in Curriculum and Instruction
An Examination Of The Relationship Between Instructional Modality And Pedagogy Licensure Exam Scores In Post-Baccalaureate Educator Preparation Programs In Indiana, Kelly Eckel
Dissertations
The efficacy of the modality of instruction employed in higher education institutions has been a point of contention among students, faculty, administration, and other stakeholders in the educational realm. Since the COVID-19 pandemic, online and hybrid instruction has become a valued and desirable option for Educator Preparation Programs (EPPs) to offer for recruitment and retention purposes. The effectiveness of varying modalities in relation to teacher licensure exams has been limited in research and can serve as a critical quantitative measure for EPPs to assess. This longitudinal study examined the relationship between instructional modality and pedagogy teacher licensure exam scores in …
Black Genius: An Achievement Distortion, Brenda Burgo
Black Genius: An Achievement Distortion, Brenda Burgo
Dissertations
Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of …
Defining Experiential: Higher Education Educator Perspectives On Experiential Education Criteria And Experiential Learning Forms, Paul Gaszak
Dissertations
In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. …