Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (14)
- Curriculum and Instruction (12)
- Higher Education (7)
- Secondary Education and Teaching (7)
- Educational Methods (6)
-
- Online and Distance Education (6)
- Curriculum and Social Inquiry (5)
- Disability and Equity in Education (5)
- Language and Literacy Education (5)
- Other Education (5)
- Science and Mathematics Education (5)
- Higher Education and Teaching (4)
- Scholarship of Teaching and Learning (4)
- Social and Behavioral Sciences (4)
- Bilingual, Multilingual, and Multicultural Education (3)
- Educational Leadership (3)
- Elementary Education (3)
- Junior High, Intermediate, Middle School Education and Teaching (3)
- Other Teacher Education and Professional Development (3)
- Adult and Continuing Education (2)
- Educational Psychology (2)
- Sociology (2)
- Special Education and Teaching (2)
- Student Counseling and Personnel Services (2)
- Arts and Humanities (1)
- Biology (1)
- Chemistry (1)
- Community College Leadership (1)
- Keyword
-
- Cfe_grant (2)
- Education (2)
- Mentoring (2)
- Professional development (2)
- Research Symposium (2)
-
- School climate (2)
- Secondary education (2)
- Soft skills (2)
- 21st Century Skills;Career and Technical Education;Employability gap;Employability Skills;Virtual Internships;Virtual Job Shadowing (1)
- Academic achievement;curriculum instruction and assessment;economically disadvantaged;graduation rate;motivation;teacher efficacy (1)
- Academic language development (1)
- Academic tracking (1)
- Adolescents (1)
- After-school support (1)
- Algorithms (1)
- Alternative certification route (1)
- Alternative education (1)
- Apprenticeship of observation (1)
- Argumentative writing (1)
- Attitude scale (1)
- Basic Education (1)
- Belonging (1)
- Bilingual (1)
- Bullying (1)
- Burnout (1)
- CRT;Culturally Responsive Teaching;high school;middle school;secondary school;teachers (1)
- Career and Technical Education;Educational Leadership;Graduation Pathway;High School;Secondary Education;Vocational Education (1)
- Confirmatory factor analysis (1)
- Content area literacy (1)
- Cooperative Learning (1)
- Publication Year
- Publication
- Publication Type
Articles 31 - 47 of 47
Full-Text Articles in Secondary Education
Teacher Instructional Practices And Student Mathematics Achievement, Michael C. Osborne
Teacher Instructional Practices And Student Mathematics Achievement, Michael C. Osborne
Journal of Educational Research and Practice
Using the nationally representative sample from the United States in the 2012 Programme for International Student Assessment (N = 7,429 students from 240 schools), I examined the relationship between teacher instructional practices and student mathematics achievement. To account for the multilevel structure of the data with students nested within schools, I used a two-level hierarchical linear model in the data analysis. Teacher instructional practices showed statistically significant effects on student mathematics achievement, even after controlling for socioeconomic status (SES) and sex at the student level and school mean SES and whether the school is public or private at the …
Linkages Between Grade Point Average And Student Ratings, Robert D. Richardson, Robert L. Williams
Linkages Between Grade Point Average And Student Ratings, Robert D. Richardson, Robert L. Williams
Journal of Educational Research and Practice
In order to better understand the potential influence of high school students’ grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9–12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year …
Challenges Educators Encounter Implementing Antibullying Programs In Classrooms, Gayla Jones
Challenges Educators Encounter Implementing Antibullying Programs In Classrooms, Gayla Jones
Walden Dissertations and Doctoral Studies
School bullying is a global issue. Many countries have antibullying programs to help students and teachers during situations that arise in classrooms. Antibullying programs provide a safe and supportive environment for students to learn and grow and teachers play a critical role in this process. Teachers’ perspective on the implementation process of antibullying programs in the classroom is limited in the literature. The purpose of this qualitative study is to determine what barriers or challenges teachers face when implementing the school’s antibullying program using the lens of Bronfenbrenner’s (1979) ecological systems theory of development. Two semi structured focus groups consisting …
A Comparison Of School Climate Ratings In Urban Alternative And Traditional High Schools, Aaron Perzigian, Michael Braun
A Comparison Of School Climate Ratings In Urban Alternative And Traditional High Schools, Aaron Perzigian, Michael Braun
Journal of Educational Research and Practice
We investigated whether there are significant differences in ratings of school climate from the perspectives of students, parents, and school staff across four types of urban secondary schools. Data originated from a school climate survey administered in a large urban Midwestern school district to students attending traditional and alternative high schools. We coded all high schools in the sample district into four school types, including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed data using linear mixed-model regression. Results showed statistically significant differences in specific dimensions of school climate across stakeholder groups and the four school types. Analysis of student …
Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson
Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson
Journal of Educational Research and Practice
The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were …
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
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 …
Why Is This First? Understanding And Analyzing Internet Search Results, Chris D. Ham
Why Is This First? Understanding And Analyzing Internet Search Results, Chris D. Ham
Journal of Educational Research and Practice
Primarily due to their convenience, online search engines such as Google and Bing are becoming a central location for obtaining information. As a result, societies give search engines tremendous control over the spread of information to the public. Through a high-school-level sample lesson plan, the article was written to promote dialogue with teachers on the importance of teaching the intricacies of search engines. The sample lesson plan begins with fundamental knowledge on the functionality of search engines with emphasis on algorithms. With this instruction, students can understand not only search engines, but also their manipulation potential, which leads to ramifications. …
Prejudice Reduction In Public Schools: A Dialogic Approach, Maru Gonzalez, Michael J. Kokozos
Prejudice Reduction In Public Schools: A Dialogic Approach, Maru Gonzalez, Michael J. Kokozos
Journal of Educational Research and Practice
Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.
Effect Of Student Teams-Achievement Divisions And Think–Pair–Share On Students’ Interest In Reading Comprehension, Eucharia Okwudilichukwu Ugwu
Effect Of Student Teams-Achievement Divisions And Think–Pair–Share On Students’ Interest In Reading Comprehension, Eucharia Okwudilichukwu Ugwu
Journal of Educational Research and Practice
The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of …
Accessing Middle School Social Studies Content Through Universal Design For Learning, Megan Mackey
Accessing Middle School Social Studies Content Through Universal Design For Learning, Megan Mackey
Journal of Educational Research and Practice
Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales’s middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.
Teacher Decision-Making: Using Hypothetical Vignettes To Examine The Course Recommendation Process, Philip E. Bernhardt
Teacher Decision-Making: Using Hypothetical Vignettes To Examine The Course Recommendation Process, Philip E. Bernhardt
Journal of Educational Research and Practice
Academic tracking is common in American schools. While the impact of this practice on students is well documented, few studies closely examine the influence of teacher decision-making on students’ academic trajectories. This article discusses a study examining how teachers recommend students for high- and low-track academic classes. Specific attention is paid to data collected through participant analysis of hypothetical vignettes. This unique methodology was specifically designed to illuminate the dynamics shaping participants’ decision-making process. The key finding of this study is that participants experienced high levels of autonomy when making recommendations. This autonomy, however, did not emanate from recognition of …
Social Studies Teacher–Athletic Coaches' Experiences Coping With Role Conflict R2, Caroline Conner, Chara Haeussler Bohan
Social Studies Teacher–Athletic Coaches' Experiences Coping With Role Conflict R2, Caroline Conner, Chara Haeussler Bohan
Journal of Educational Research and Practice
The current study provides insight into the experiences of the most common content area teacher–coaches: social studies teacher–coaches. Substantial research findings support the idea that occupying the dual role of teacher–coach may lead to role conflict, role overload, and burnout in teacher–coaches. The purpose of the study is to illuminate the unique stressors associated with occupying the dual role of social studies teacher and athletic coach (SSTC) simultaneously, and to discover ways in which SSTCs manage such conflict. Through a case study of three football SSTCs in the southeastern United States, we explored participants’ experiences with role conflict, role overload, …
Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann
Blind Date Poetry: Introducing Poetry To Today’S High School Students, Amy Rottmann
Journal of Educational Research and Practice
This study examined an early college high school English teacher's instructional method of introducing poetry through Blind Date Poetry. Blind Date Poetry was created by the teacher to introduce her students to 25 poems in a 90-min class session. The study was to find if the poetry introduction engaged and motivated students to learn poetry. The collected data showed that students preferred autonomy, quick decision-making, and personal interest when being introduced to poetry. Also, the instructional method increased students’ engagement and motivation to learn about the poems they had chosen.
Measuring Engagement Of Online High School Students, Beth A. Robelia Ph.D.
Measuring Engagement Of Online High School Students, Beth A. Robelia Ph.D.
2010-2016 Archived Posters
The purpose of this mixed methods study was to explore why online learners do not engage with their studies. Online high schools can create social change by creating learning environments that can flex place, pace, path and time. Theoretical constructs of student engagement were based on recent work in brick and mortar schools and adapted for an online context. Over 400 high school students were surveyed for their perceptions of what are the most engaging aspects of online learning. Twenty three teachers were interviewed about how they engaged students. Students who were engaged showed a pattern of having and keeping …
Theoretical Development, Factorial Validity, And Reliability Of The Online Graduate Mentoring Scale. Mentoring And Tutoring: Partnership In Learning., Linda Crawford, Justus Randolph, Iris M. Yob
Theoretical Development, Factorial Validity, And Reliability Of The Online Graduate Mentoring Scale. Mentoring And Tutoring: Partnership In Learning., Linda Crawford, Justus Randolph, Iris M. Yob
Center for Faculty Excellence Publications
In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance
Implementing Student Information Systems In High Schools: An Embedded Single Case Study, Tamyra Rhodes-O’Neill
Implementing Student Information Systems In High Schools: An Embedded Single Case Study, Tamyra Rhodes-O’Neill
2010-2016 Archived Posters
This study explores perceptions and alignment of a student information system implementation in 2 urban public high schools with Roger’s theory of diffusion. Stakeholders included principals, deans, teachers, counselors, clerical personnel, and parents. Findings aligned with Roger’s stages of organizational change and stakeholders noted issues that helped and hindered implementation.
Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris M. Yob
Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris M. Yob
Center for Faculty Excellence Publications
This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research …