Teacher Education and Professional Development Commons^™

Building Partnerships For Service-Learning, Jeffrey P. Bouman

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

In A Strange Land? Educational Identity And The Market System, Todd Ream

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

College Of The Overwhelmed: The Campus Mental Health Crisis And What To Do About It, Michael Lastoria

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Perceptions Of Gender Competence: Are Christian Colleges Different, Edee Schulze, Annette Tomal

Growth: The Journal of the Association for Christians in Student Development

Perceptions of student and professor competence and respect were investigated through a survey of 2042 students from 77 liberal arts colleges, both Christian and non-Christian. The Christian schools are part of the CCCU (Council for Christian Colleges and Universities); CCCU responses were 78.5 percent of the total. Chi- Square and Mann-Whitney tests were used to determine if gender and type of college affected students’ responses. Two conclusions can be made about student competence and value: (1) male CCCU students are most likely to believe that male students are viewed as more competent than female students and (2) non-CCCU students are …

Putting The Comprehension In Metacomprehension, Jennifer Wiley, Thomas D. Griffin, Keith Thiede

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The purpose of the present piece is to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This paper explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently unrecognized, factor that should be considered. First, we need to re-examine what we mean by “comprehension,” and how we should measure it. There are important differences between memory for text and comprehension of text that …

Understanding The Delayed-Keyword Effect On Metacomprehension Accuracy, Keith Thiede, John Dunlosky, Thomas D. Griffin, Jennifer Wiley

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing), but only when these tasks are performed at a delay rather than immediately after reading (Thiede & Anderson, 2003; Thiede, Anderson & Therriault, 2003). The delayed and immediate conditions in these past studies confounded the delay between reading and generation tasks with other task lags, such as the lag between multiple generation tasks and the lag between generation tasks and judgments. The first two experiments disentangle these confounded manipulations …

Design Of Web-Based Courses For Secondary Students, Michael K. Barbour

Education Faculty Publications

This article reports the initial findings of a study that investigated design characteristics of a Web-based distance education programme for rural secondary school students who were unable to access a full range of courses at their school. Discovering the characteristics perceived to be important by course developers and teachers of Web-based courses along with the perceptions of the secondary students themselves was central in this study, which was guided by the research question: What characteristics do developers, teachers, and students perceive as important for an effectively designed Web-based course for secondary school students?

This study was the initial portion of …

Survey Of Changes In Science Teacher Preparation Programs Responding To Performance-Based Science Standards, Steven Gilbert, Jon E. Pedersen, Cheryl Mason

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study presents the results of two web-based surveys of 23 science teacher preparation programs having functional standards-based candidate performance assessment systems recognized by the National Science Teachers Association (NSTA) through the National Council for the Accreditation of Teacher Education (NCATE). Our goal was to determine the degree and nature of changes made to these programs as they sought to gain NSTA-NCATE program recognition. The results indicate that most programs made major changes as they implemented performance assessment systems, now pay more attention to documenting candidate performances in all areas of concern covered by the standards, and believe the changes …

A Proactive Strategy For Teaching Evolution, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Biology teachers are fortunate when topics to be addressed possess inherent qualities that interest students. Classical genetics rarely fails to interest secondary school students because it is introduced at a time when they are self-absorbed with their nascent physical characteristics, emerging sexuality, and/or future athlet- ic potential. A topic like genetics is always an easier sell than would be taxonomy, for instance. How should one treat topics that traditionally are tougher to teach? A simple but effective method for self-assessing readiness to teach a particular topic is to be prepared to respond to the questions, "Why do I have to …

An Action Research Project On Preparing Teachers To Meet The Needs Of Underserved Student Populations, Gayle A. Buck, Jeanene G. Cordes

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated, and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual framework of this study predicted that providing preservice teachers with experiences in teaching science to at-risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers’ confidence and knowledge in regard to teaching science …

Improving Teacher Quality Through An On-Line Professional Development Course: A Research Study, Ekaterina Koubek, Aleidine Kramer Moeller

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study investigated how in-service teachers of foreign languages constructed knowledge, and how this knowledge transformed their teaching, their beliefs, and their sense of themselves as professionals in an on-line professional development course based on a constructivist approach. This article provides an overview of research on distance education, constructivism, and teacher education with findings from a multiple case study of an on-line graduate course on Instructional Planning offered through GOLDEN (German On-line Distance Education Network; http://manila.unl.edu/amoeller/golden), a collaborative professional development project of the AATG (American Association of Teachers of German; http://aatg.org/member_services/lists/aatg-l.html ), the Goethe Institut of Washington DC ( …

What Instructional Modification Implementations Bring Adult Education Learners To Success And Retention? Analysis Of An Online Adult Basic Education Program, Bernadette Ann Propst

Electronic Theses and Dissertations

What Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication, weekly progress reports emailed to each participant and a minimum requirement of 10 assignment completions on a weekly basis. Teacher-student interaction increased because of these implementations. I reviewed literature that discussed distance education, adult …

Baldridge Criteria For Performance Excellence: Impact On State Assessments In Michigan's Elementary Schools, Linda Hicks

Seton Hall University Dissertations and Theses (ETDs)

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Characteristics Of Secondary Alternative School Programs In The State Of New Jersey, James P. Doran

Seton Hall University Dissertations and Theses (ETDs)

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Classroom Structures, Instructional Methodologies, And Education Benefits Of Full- Day Versus Half-Day Kindergarten, Linda A. Freda

Seton Hall University Dissertations and Theses (ETDs)

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Gender Differences In Reading And Math Scores On The Pennsylvania System Of School Assessment Grade Five And Grade Eight Tests, Steven J. Rush

Seton Hall University Dissertations and Theses (ETDs)

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Supervisor Perceptions Of The Quality Of Troops To Teachers Program Completers And Program Completer Perceptions Of Their Preparation To Teach: A National Survey, William A. Owings, Leslie S. Kaplan, John Nunnery, Robert Marzano, Steven Myran, David Blackburn

Educational Leadership & Workforce Development Faculty Publications

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During winter/spring, 2005, 2,103 Troops to Teachers (T3) program completers and their school administrators from 49 states and the District of Columbia were surveyed to determine whether T3s were more effective in the classroom than traditionally prepared teachers who had comparable years of teaching experience. Respondents also returned information about their schools’ demographics, views about their teacher certification preparation program, and information about themselves, their teaching behaviors, and future plans. Sixty-one percent of the respondents returned completed surveys.

An Exploratory Study Of The Impact Of The Organization On The Retention Of High School Teachers, Donna M. Hargens

Seton Hall University Dissertations and Theses (ETDs)

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The Academic Impact Of Service-Learning On New Jersey Public High Schools, Andrea Lynne Dinan

Seton Hall University Dissertations and Theses (ETDs)

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The Effects Of An Intervention To Increase Liberal Arts Mathematics And Science Majors' Knowledge Of And Attitudinal Favorability Toward The Teaching Profession, Carolyn Klemballa

Seton Hall University Dissertations and Theses (ETDs)

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The Effects Of Inclusion On Mathematics Achievement Of General Education Students In Middle School, Shirley Brewton

Seton Hall University Dissertations and Theses (ETDs)

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The Impact Of Reading Instructional Processes On Literacy Aquisiation, Doreen O. Ryan

Seton Hall University Dissertations and Theses (ETDs)

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The Relationship Between Parental Involvement And Religion Academic Achievement Of Students In The Catholic Elementary Schools In The Diocese Of Fall River, George A. Milot

Seton Hall University Dissertations and Theses (ETDs)

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The Relationship Between Third And Fourth Grade Everyday Mathematics Assessments And Performance On The New Jersey Assessment Of Skills And Knowledge In Fourth Grade (Njask/4), Mariann T. Helfant

Seton Hall University Dissertations and Theses (ETDs)

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Influences On Professional Learning: Five Teachers' Stories, Mary Lincoln Sterling

Educational Studies Dissertations

The purpose of this study was to identify and understand changes that endured in teachers' knowledge and practice after participation in professional development. Case studies were conducted with five teachers who completed a common professional development course in pedagogy.

Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal

Educational Leadership Faculty Publications

A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past …

Integrated Technologies, Innovative Learning (Vol. Ii), Steve Rhine, Mark Bailey, Neal Grandgenett, Nebraska Department Of Education

Faculty Books and Monographs

Chapter 8: Midwestern Independence and Educational Technology Use: Evaluation Strategies of the Nebraska Catalyst Project, co-authored by Neal Grandgenett, UNO faculty member.

This chapter discusses the efforts of the Nebraska Catalyst Project and its collaborative evaluation process for monitoring progress of the integration of educational technology use into pre-service teacher education in the state. Nebraska is a very independent operational environment for educational institutions, which includes 535 K12 school districts, and 17 institutions of higher education accrediting Nebraska teachers. Such institutional independence meant that the higher education institutions and K12 school districts, although individually quite excellent, had limited experience in …

Implementing Handheld Computers As Tools For First-Grade Writers, Wilma Kuhlman, Kathy Everts Danielson, Elizabeth J. Campbell, Neal Topp

Teacher Education Faculty Publications

All humans use objects in their environment as tools for actions. Some tools are more useful than others for certain people and populations. This paper describes how different first-graders used handheld computers as tools when writing. While all 17 children in the observed classroom were competent users of their handheld computers, their use of handhelds for pre-writing differed among the students. Some students’ thinking was clearly enhanced with the use of handhelds before writing. Other students showed writing competence without referring back to their pre-writing work on the handheld. No students were unable to operate their handhelds in the pre-writing …

Higher Education In And For The Workplace: Models And Methods, Ray Coughlan

Theses

This dissertation reports on research and development work, undertaken from 2000 to 2005, to develop and apply innovative models and methods to the establishment of a provision, within higher education in Ireland, tuned to the identified needs of diverse groups of learners in the workplace and in society at large.

Initial research identified, from the workplace perspective, the characteristics required of such provision and the topics it should address. The role of higher education in establishing such provision is reviewed in supporting learner development through the continuum; competence, capability, creativity. Relevant models and methods are identified as existing along a …

The Educational Beliefs Of A Group Of University Teachers And Their Students: Identification, Exploration And Comparison, Maria T. Northcote

Theses: Doctorates and Masters

The quality of teaching and learning in tertiary education contexts is influenced by many factors including the educational beliefs of the university teachers and students who teach and learn in such contexts. Most belief research in the tertiary education sector has, to date, reported on the teaching or learning beliefs of just teachers or the teaching or learning beliefs of just students. Much less research has explored the connections between the educational beliefs of these two groups. This research has aimed to extend the parameters of previous research by investigating the point of intersection between the educational beliefs of a …