Curriculum and Instruction Commons^™

Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin

Australian Journal of Teacher Education

This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation …

Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi

Australian Journal of Teacher Education

Teacher-mediated classroom assessment might have significant impacts on learners’ academic achievements and teachers’ development. The current study investigated teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To conduct the study and gather the required data, the researchers employed teachers’ assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in …

‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass

Australian Journal of Teacher Education

Arising from the author’s experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with ‘good’ schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of ‘Aboriginal learning style theory’, alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, …

Written Teacher Feedback: Reflections Of Year Seven Music Students, Kimberley Goh, Rebecca Walker

Australian Journal of Teacher Education

Providing effective feedback to students is a significant issue for Australian educators. The ability to provide effective feedback comprises one of the Australian Professional Standards for Teachers and is seen as being a key element of quality teaching. Much research has been conducted into what constitutes effective feedback. Yet in spite of this existing knowledge, evidence suggests that feedback continues to be poorly received by students. The overall purpose of this research was to explore how ten Year Seven students (aged 12-13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot study …

Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley

Australian Journal of Teacher Education

Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers …

Breaking Barriers In Teaching And Learning, James Ford, John Zubizarreta

National Collegiate Honors Council Monographs

Foreword — Richard Badenhausen

Introduction

Breaking Barriers with Significant Student Learning

Chapter One: Using Student-Generated Questions to Promote Learning — Barbara J. Millis

Chapter Two: Innovative Discussion-Based Pedagogy — Leslie G. Kaplan

Chapter Three: The Importance of the First-Semester Experience: Learning Communities and Clustered Classes — Susan E. Dinan

Chapter Four: Linking Honors Courses: A New Approach to Defining Honors Pedagogy —Dahliani Reynolds, Meg Case, and Becky L. Spritz

Breaking Barriers with Faculty Development and Teaching Excellence

Chapter Five: Honors Components in Honors Faculty Development — Hanne ten Berge and Rob van der Vaart

Chapter Six: Building and Enhancing …

Representação Da Raça Negra Na Literatura Escolar E Juvenil Norteamericana Do Seculo Xix, Karl M. Lorenz

Education Faculty Publications

Esta trabalho tem como objeto de estudo o conceito de “raça” e a representação do negro na literatura escolar e juvenil norteamericana no século XIX.. Trata-se de um estudo documental e bibliográfico que se insere na vertente da História Cultural. As principais fontes analisadas consiste de uma amostra de libros didaticos de geografía e história e de livros de leitura publicados nos Estados Unidos e adotados nas escolas primárias entre os anos de 1790 e 1890. Também foram analisadas revistas infantis e juvenis e publicações para adultos. A informação contidas nestes fontes revelam que os textos abordavam temas tais como …

Implementation Of A Response To Intervention Block, Amy Roberts Mcglohorn

Theses and Dissertations

The location of this study is Bulldog Elementary School (BES) (pseudonym) in Suburban School District (SSD) (pseudonym). According to the Read to Succeed Act (2016), students must read on grade level by the end of third grade. Therefore, the students reading achievement level is the problem of practice. This action research study describes the impact of the Response to Intervention (RtI) model within an instructional framework for English Language Arts (ELA) in an elementary level classroom and its impact on student growth in reading by reviewing student universal screening assessment data and progress monitoring using a pre-test/post-test model as well …

Impact Of An Intervention To Improve Self-Regulation Skills Among Students In The Introductory Biology Course At A Southern Technical College, Jessica Burr Lea

Theses and Dissertations

This paper describes a problem of practice centered on Introductory Biology students’ at a southern technical college’s struggle for course success due to an insufficient ability to self-regulate. It is the concern of the researcher that many students do not experience course success because of their poor time management skills, lack of self-reflective behaviors, and failure to correct unsuccessful habits. Wilde and Hardaker (1997) refer to the need for college students to self-regulate as a form of educational “autonomy” which places a larger portion of the learning in the hands of the student rather that solely at the hands of …

What Are The Effects Of Curriculum Compacting On Students’ Ability To Use Higher Order Thinking?, Anthony L. James

Theses and Dissertations

This action research study was a presentation of a problem of practice involving a perceived underdevelopment of higher-order thinking skills of gifted (GT) children. I identified a weakness in the previous current third-grade math curriculum that appeared to hinder the development of higher-order thinking skills. This observation led to the development of an intervention that included alternate teaching materials and strategies. The intervention aimed to address the effect of curricular modifications using a different teaching approach called curriculum compacting. Curriculum compacting (Reis, Burns, & Renzulli, 1993; Renzulli & Reis, 1994) is an instructional strategy that has been used to streamline …

Audio Books’ Impact On Students’ Reading Experiences, Anne W. Hartell

Theses and Dissertations

The purpose of this study was to investigate the impact of audio books on students’ reading experiences in a public elementary school in rural upstate South Carolina. This study was conducted to address the problem of practice reported by teachers as low motivation and engagement during independent reading in classrooms that contributed to negative experiences during independent reading. This action research study utilized interviews, a focus group, a survey, and classroom observations to gather qualitative data on the reading experience before and after the introduction of audio books from three resources. Adult support, access, interest, focus, and difficulty were themes …

Bias Awareness In Secondary Students: Reactions To Hidden Prejudices, Dawn L. Weathersbee

Theses and Dissertations

mplicit aptitudes are an inherent part of every person, but rarely are these subconscious biases acknowledged or discovered. Not only is their existence rarely acknowledged, on the off chance that awareness exists, rarely is the effort made to determine how they affect overt behavior. Perhaps acknowledging these implicit aptitudes and their effects on behavior can enable people to reflect on what they actually believe. Over the course of one semester 23 students enrolled in an English 2 Honors class were asked to take a race-based IAT in addition to being taught a curriculum embedded with self-leadership skills and multicultural texts. …

First-Year Teachers Perceptions Of The Mentoring Component Of The New Teacher Induction Progra, Bonnie M. Belanger

Theses and Dissertations

The present action research study examines first-year teachers’ perceptions of the mentoring component of the New Teacher Induction Program (NTI Program) and specifically levels of helpfulness of their mentors in the Eastern Georgia School District (pseudonym). The Eastern Georgia School District (EGSD) lacked a comprehensive induction program; therefore, EGSD developed the NTI Program to assist first-year teachers as they transition into their professional careers. The data set comprises a survey and semi-structured interviews collected at the end of the 2016-2017 school year. Descriptive statistics and an inductive analysis allowed data to be analyzed and interpreted. Findings of the study indicate, …

Predicting Certification Success For The Family Nurse Practitioner, Tammy Lee Gravel

Walden Dissertations and Doctoral Studies

High-stakes licensure or certification examinations are required for many health professions disciplines to ensure safe entry-level practice. Accrediting agencies set a benchmark for graduates' first-time licensure or certification success as a measure of program effectiveness. Failures of graduates on licensure or certification examinations may directly affect the school's recruitment and retention of qualified students and faculty, as well as institutional financial viability. A health science university has added Health Education System, Inc. (HESI) standardized examinations using computer adaptive testing into the family nurse practitioner (FNP) master's program to support certification success, although research on these advanced practice examinations as related …

Perceived Factors That Influence Adult Learners' Persistence And Retention In Adult Basic Education, Evelyn Idoko

Walden Dissertations and Doctoral Studies

Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this …

The Impact Of Technology Innovations In High School Biology Courses On Science Learning For Hmong Students, Thai Xiong

Walden Dissertations and Doctoral Studies

Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better …

Relationships Of Gender On Mathematics Achievement In High Achieving Military-Connected Children, Randi Kay Rose Dalton

Walden Dissertations and Doctoral Studies

The purpose of this quantitative correlational study was to describe the relationship between gender and grade level to mathematics achievement for high achieving military-connected students in Grades 3 through 9 who attended American public schools between 2012 and 2016. The theoretical framework was based on Sax's research on gender differences in learning. The research questions were: if there was a statistically significant difference between the percentage of military-connected students scoring in the top 2 quartiles (at or above the national average) for normal curve equivalent (NCE) mathematics scores on the Terra Nova Third Edition (TNTE) using gender as a predictor; …

Data-Driven Plcs, Camey Whitt, Desirae Ball, Jodi Witherspoon

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module is to explore how PLCs can be strengthened by using data to support student learning. The goals of this professional learning module is that educators will understand and embrace the three big ideas that drive the work of an effective PLC: A Collaborative Culture, A Results Orientation, and A Focus on Learning.

Educators will develop the shared roles, responsibilities, and relationships within a PLC. Educators will be able to establish and measure the success of SMART goals that align with school and district goals. Educators will be able to answer the following four …

Mentoring Novice Teachers, Jessica Floyd, Kendra Lynn, Lisa Mccullough, Chandra Morrow

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this module is to explore key foundation skills necessary for successful mentoring of novice teachers. Participants who utilize this module will learn the four essential components of successful mentoring--building trust, communication and collaboration, meeting the needs of diverse learners through cultural responsiveness, and building ownership, through student data. This module was developed for mentors working with novice teachers, but the essential components addressed can also be applied to veteran teachers as well.

The learning module is intended for use by all educators.

View professional learning module.

Improving Outreach & Collaboration, Latoya Bridgers, Molly Dibble, Karen Garmon, Carrie Sharp

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The module is designed to assist teachers and educational leaders in navigating resources that will aid in parent outreach. Henderson, Mapp, Johnson and Davies (2007) give four core beliefs to build strong partnerships between the home and school: 1. All families have dreams for their children and want what is best for them, 2. All families have the capacity to support their children’s learning, 3. Parents and school staff should be equal partners, 4. Responsibility for building and sustaining partnerships between school and home rests primarily with school staff, especially school leaders. The module, based on those four core principles, …

Building A Foundation For Cultural Responsiveness, Denise Cyrus, Jill Douds, Sara Newell

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This site provides an overview of culturally responsive teaching philosophies and practices in order to make educators aware of the importance of having a culturally responsive mindset. This module also provides research, classroom practice resources, and thought-provoking videos meant to assist educators in using a culturally responsive mindset to improve their practices and positively impact all students.

View professional learning module.

5th-12th Grade Concert Percussion Curriculum: A Detailed Guide To Techniques And Resources For Non-Percussionist Music Educators, Rodney Rote Jr.

Undergraduate Honors Theses

No abstract provided.

The Pedagogy Of Intertextuality, Genre, And Adaptation: Young Adult Literary Adaptations In The Classroom, Brooke L. Poeschl

Undergraduate Honors Theses

No abstract provided.

Blank Pages: The Representation Of Women In High School American History Classes, Brittany Borowski

Undergraduate Honors Theses

In this project I analyze the representation of women in high school American history curriculum. with a specials focus on Illinois in particular where this research was completed. While the study of history has evolved greatly, especially in an educational climate that has recently been questioning the best practices to have students successfully engage with the practice and study of history, a gaping whole remains: the representation of women. Women have become a more fundamental part of history at collegiate levels with gender and social history increasing in importance but our high school students are missing out on a history …

Your Iphone Cannot Escape History, And Neither Can You: Self-Reflexive Design For A Mobile History Learning Game, Owen Gottlieb

Articles

This chapter focuses on the design approach used in the self-reflexive finale of the mobile augmented reality history game Jewish Time Jump: New York. In the finale, the iOS device itself and the player using it are implicated in the historical moment and theme of the game. The author-designer-researcher drew from self-reflexive traditions in theater, cinema, and nonmobile games to craft the reveal of the connection between the mobile device and the history that the learners were studying. Through centering on this particular design element, the author demonstrates how self-reflexivity can be deployed in a mobile learning experience to …

What Teacher Educators Learned About Negotiating Power Relationships During Lesson Study Planning, Susan J. Lenski, Nicole R. Rigelman, Anita L. Bright, Gayle Thieman, Bernd R. Ferner

Northwest Journal of Teacher Education

The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators’ lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.

Graduate Bulletin, 2018-2019, Minnesota State University Moorhead

Graduate Bulletins (Catalogs)

No abstract provided.

Informal Science In The Classroom: How Informal And Formal Educational Institutions Support Science Instruction, Kellie Michelle Crawford

EWU Masters Thesis Collection

Science education has seen a major overhaul with the implementation of ideas from the NRC’s (2012) report, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. At the same time, we have seen a rise in the number of formal educational facilities partnering with informal facilities to bring these practices to students. This study explored the effect these blended approaches had on both student attitudes and their achievement in science content areas. To do this, surveys were designed to assess these areas in upper elementary students participating in a one-year blended science program. First, the literature was …

The Great War At The Table: Food As A Lens Of Inquiry In The Historiography Of The First World War, Alexander Bacha

History - Master of Arts in Teaching

I. Synthesis Essay…………………………........3

II. Primary Documents and Headnotes………..23

III. Textbook Critique……………………………..28

IV. New Textbook Entry………………………….31

V. Bibliography…………………………………....37

Women And Gender In The French Revolution, Alyson Handelman

History - Master of Arts in Teaching

I. Synthesis Essay………………………………3

II. Primary Documents and Headnotes……….23

III. Textbook Critique……………………………28

IV. New Textbook Entry………………………...30

V. Bibliography…………………………………..41