Teacher Education and Professional Development Commons^™

Student -Teacher Relationships And Their Effect On Student Achievement At The Secondary Level, Cheryl Dix Modlin

Walden Dissertations and Doctoral Studies

Previous research has demonstrated that adolescent learning increases with a proactive type of student-teacher relationship. However, due to the lack of common expectations for a positive student-teacher relationship, a disconnection occurs for some students, who then may become disengaged at school and may not reach their full potential academically, socially, or developmentally. This mixed method sequential, exploratory design focused on a Midwestern secondary school of approximately 250 students. The disconnection between students and teachers was addressed by investigating positive student-teacher relationships; student achievement; and the connection between student-teacher relationships and achievement. Qualitative data were collected using focus groups of students …

Dual-Language Education: A Longitudinal Study Of Students' Achievement In An El Paso County, Texas School District, Pauline Anne Dow

Open Access Theses & Dissertations

This Dissertation describes a longitudinal study of one-way and two-way bilingual education programs (also known as dual-language programs) to assess achievement of elementary-aged English learners (ELs) in a school district located in El Paso County, Texas, using both norm-referenced and criterion-referenced tests. The design features assessment for bilingual students' language skills in both English and Spanish, which allows for the examination of the interrelationships among skills in the two languages. The study also compares the achievement of ELs and non-ELs in the two-way program. The work reported in this Dissertation was conducted with a common group of children over a …

Geology Of Virginia For Teachers At Radford University, J. Tso

Journal of Mathematics and Science: Collaborative Explorations

The Radford University version of the Virginia Earth Science Collaborative‘s Geology of Virginia was taught during Summer 2006 and 2007, and was entitled, Geology of Virginia for Teachers (GEOL 691). A total of eighteen teachers, primarily from southside and southwestern Virginia, attended the class. The goal of the course was to provide essential knowledge and advanced skills in geology in general, and the geology of Virginia in particular. The course had a strong field emphasis, using Virginia as a natural teaching laboratory to illustrate such concepts as plate tectonics, rock interpretation, and Steno‘s Laws. Lectures and lab activities were used …

School Division Leaders Keen On In-School Mathematics Experts, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Food Insecurity And Maternal Depression In Rural, Low-Income Families: A Longitudinal Investigation, Catherine Huddleston-Casas, Richard Charnigo, Leigh Ann Simmons

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Objective: The purpose of the present study was to examine the relationship between household food insecurity and maternal depression in a rural sample to determine whether food insecurity predicted mothers’ depression over time or vice versa.

Design: The study employed a prospective design using three waves of data from ‘Rural Families Speak’, a multi-state study of low-income rural families in the USA. Food insecurity was measured using the Core Food Security Module and depression was measured using the Center for Epidemiologic Studies–Depression Scale. A structural equation model was fit to the data using the AMOS software package.

Setting: Sixteen states …

Discourse In Inquiry Science Classrooms (Diisc): Reference Manual, Dale R. Baker, Rachelle Beard, Nievita Bueno-Watts, Elizabeth B. Lewis, Gokhan Özdemir, Giota Perkins, Sissy Wong, Senay Yaşar-Purzer

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

One of the greatest challenges facing scholars and funding agencies interested in reform is determining the impact of classroom practice on student achievement. The degree to which this effect can be determined is contingent upon instruments that measure teachers’ ability to enact specific instructional strategies. Frequently, a general instrument will not do because it was not designed to measure the unique focus of a professional development program or a set of variables of interest to researchers.

Consequently, specific instruments should be developed to allow researchers to measure fidelity of classroom implementation. Fidelity of implementation is always the first step in …

Getting Ready: Promoting School Readiness Through A Relationship-Based Partnership Model, Susan M. Sheridan, Christine Marvin, Lisa Knoche, Carolyn P. Edwards

Department of Psychology: Faculty Publications

School readiness is determined by the life experiences of young children between birth and enrollment in formal education programs. Early intervention and education programs designed to promote school readiness often focus on skills a child fails to demonstrate that are believed to be of importance to social and academic success. The Getting Ready model of early childhood intervention (Sheridan, Edwards, & Knoche, 2003) recognizes the transactional nature of young children’s development and the important role parents play in pre-school readiness and school-age success. In the Getting Ready model, collaborative partnerships between parents and professionals are encouraged to promote parent’s competence …

The Impact Of A Professional Learning Community On Student Achievement, Brandon S. Carter

Walden Dissertations and Doctoral Studies

Professional learning communities (PLC) have the potential to strengthen students' academic achievement. An academic pyramid of interventions, one aspect of PLCs, may be especially helpful in schools where subgroups of students are underperforming relative to other students on standardized testing. This quantitative, one-group, pretest-posttest study examined the impact of implementing an academic pyramid of interventions as part of a PLC on middle school student academic achievement. The 100 students from grade 7 and 8 who participated in the study were identified by teachers as being at-risk for success on the Criterion Referenced Competency Test (CRCT). The reading and math test …

Dialogue Within Professional Learning Communities And Its Impact On The Professional Growth Of Teachers In The Elementary School Setting, Melanie Spradley

Walden Dissertations and Doctoral Studies

The implementation of professional learning communities is a professional development practice that uses collaborative interactions within a constructivist framework to increase teacher and student learning. The purpose of this qualitative phenomenological study was to explore the question of how the dialogue of grade level meetings within professional learning communities impacts the professional development of teachers using the constructivist theory of learning as the conceptual framework. The researcher gathered data through hour-long interviews over a 4-week period with 6 learning community participants, one from each of the 6 grade levels at the elementary school research site. A thematic analysis of the …

The Relationship Of Self -Evaluation, Writing Ability, And Attitudes Toward Writing Among Gifted Grade 7 Language Arts Students, Lisa Dement

Walden Dissertations and Doctoral Studies

Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing …

Web-Based Courses To Support Efl Learning For Pre-Service Teachers: A Thai Pilot Study, Vijittra Vonganusith, Pagram Jeremy

EDU-COM International Conference

In a modern, information rich, economically driven society, Western universities as well as Thai Universities are turning towards the Web to disseminate and retrieve information. Integration of computers to support the learning environment in teaching language is still in its infancy in Thailand. Its implementation changes both the instructional strategy and also the teaching and learning environment. English has been taught as a foreign language for over a century, and plays an important role at all levels of the Thai education system. At higher education levels, English skills are essential components of every pre-service teacher‘s professional education. In order to …

Effect On Student Achievement Of Relaxing Admission Criteria Into Advanced Placement Courses At An Affluent Suburban High School, William S. Miron

Seton Hall University Dissertations and Theses (ETDs)

.

A Comparison Of Two Reading Programs On Third Grade Reading Achievement, Tawana D. Miller

Seton Hall University Dissertations and Theses (ETDs)

.

Teacher Perceptions Of The Advantages And Disadvantages Of The Effects Of Full-Day Versus Half-Day Kindergarten In Suburban New Jersey Public Schools, Gina M. Rosamilia

Seton Hall University Dissertations and Theses (ETDs)

.

The Infusion Of Theater Arts In The Teaching Of Language Arts: Its Impact On The Academic Achievement Of Fifth Grade Students, Margaret P. Campbell

Seton Hall University Dissertations and Theses (ETDs)

.

The Principal's Role In Affecting Student Reading Achievement, Kathleen J. Beecher

Seton Hall University Dissertations and Theses (ETDs)

.

Proceedings Of The Second Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Contents of 2nd Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Letter from President

Inside Unlv, Grace Russell, Diane Russell

Inside UNLV

No abstract provided.

Helping At-Risk Students Solve Mathematical Word Problems Through The Use Of Direct Instruction And Problem Solving Strategies, Lurdes Lopez

Electronic Theses and Dissertations

This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students …

Review Of Beyond Picture Books, Kathyanne W. Dobda

Michael Schwartz Library Publications

Review of Beyond Picture Books: Subject Access to Best Books for Beginning Readers, 3rd ed. by Barbara Barstow and Judith Riggle and Leslie Molnar.

Research Mentors' Perspectives On Scientist-Teacher Partnerships, Andrea Van Waardhuizen

Honors Program Theses

Research A venues for Iowa's Science Educators [ RAISE] is a six week summer research program at the University of Northern Iowa for middle and high school science teachers. The teachers conduct scientific research under the supervision of a faculty mentor who regularly conducts his/her own research. In the past, only outcomes for the teacher fellows were evaluated. This study begins to examine the outcomes for faculty mentors.

Constructing An Ethic Of Care In Teacher Education: Narrative As Pedagogy Toward Care, Colette Rabin

Faculty Publications

Teacher educators have a civic responsibility to prepare novice teachers to foster relationships across cultural, racial, and socioeconomic divides. Care ethics acknowledges this imperative. This study explores how to cultivate the knowledge, skills and dispositions associated with constructing a caring stance toward the work of teaching. Data come from two preservice teacher education courses. A cluster of course activities sought to foster novice teachers’ core skills for a caring stance. In particular, one assignment, an ethical dilemma case, gave the novice teachers the opportunity to write a narrative about practice and consider any potential moral implications. Since narrative methodology accounts …

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Letter from the President

Table of Contents

Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …

Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …