Acceleration Of Coronal Mass Ejection Plasma In The Low Corona As Measured By The Citizen Cate Experiment, Ignacio Birriel, Jennifer J. Birriel

Faculty Research at Morehead State University

The citizen Continental-America Telescopic Eclipse (CATE) Experiment was a new type of citizen science experiment designed to capture a time sequence of white-light coronal observations during totality from 17:16 to 18:48 UT on 2017 August 21. Using identical instruments the CATE group imaged the inner corona from 1 to 2.1 RSun with 1 43 pixels at a cadence of 2.1 s. A slow coronal mass ejection (CME) started on the SW limb of the Sun before the total eclipse began. An analysis of CATE data from 17:22 to 17:39 UT maps the spatial distribution of coronal flow velocities from about …

A Structural Equation Modeling Investigation Of The Theory Of Planned Behavior Applied To Accounting Professors’ Formal Enforcement Of Cheating Rules, Stephen S. Brigham

Faculty Research at Morehead State University

This study investigates factors that influence accounting professors’ formal enforcement of academic misconduct rules using the Theory of Planned Behavior (“TPB”) as a theoretical framework. Obtaining a better understanding of formal enforcement will inform efforts to improve it. We emailed survey requests to 8,663 accounting faculty in 35 countries and received a reasonably representative sample of 1,207 (13.9% response rate) complete surveys from 23 countries— exceeding sample-size requirements for structural equation modeling to test our TPB model, which explains 43.3% of the variance in Formal Enforcement Behavior and 52.4% of Intention, consistent with past TPB studies. Results indicate that of …

Comparative Gene Expression Profiling Between Optic Nerve And Spinal Cord Injury In Xenopus Laevis Reveals A Core Set Of Genes Inherent In Successful Regeneration Of Vertebrate Central Nervous System Axons, Kurt M. Gibbs

Faculty Research at Morehead State University

Background: The South African claw-toed frog, Xenopus laevis, is uniquely suited for studying differences between regenerative and non-regenerative responses to CNS injury within the same organism, because some CNS neurons (e.g., retinal ganglion cells after optic nerve crush (ONC)) regenerate axons throughout life, whereas others (e.g., hindbrain neurons after spinal cord injury (SCI)) lose this capacity as tadpoles metamorphose into frogs. Tissues from these CNS regions (frog ONC eye, tadpole SCI hindbrain, frog SCI hindbrain) were used in a three-way RNAseq study of axotomized CNS axons to identify potential core gene expression programs for successful CNS axon regeneration.

Results: Despite …

The Impact That Student’S Homelife Have On Their Ability To Achieve Success In School, Annmarie T. Umland

All Electronic Theses and Dissertations

The homelife of an adolescent has a profound impact on their ability to find success in school. Students who come from a family that is made up of a single parent, divorced parents, homelessness, and some other non-traditional family configurations are more likely to be unsuccessful in school and develop unwanted psychological adjustments. This research explores how a student’s homelife affects their success in school from the views of both a traditional and non-traditional family type. It also focuses on the impact that teachers and school communities can have on a student’s success, regardless of their upbringing. Through this research, …

The Worsening Political Divide: Adult Education As Part Of The Cure, Lee W. Nabb, Fujuan Tan, Daryl R. Privott

Faculty Research at Morehead State University

The US is experiencing extreme social and political polarization not seen since the Civil War. This divisiveness is causing civil unrest and governmental dysfunction which threatens the stability of the nation. Four major causes of the current state are party realignment, the deregulation of news broadcasting, algorithmic personalization of electronic information, and an unknowing public. Adult education can and should be part of the remedy reducing or eliminating harmful polarization. Knowledge of authoritative systems is key to the solution. To promote such knowledge, adult educators can create practical and theoretical learning experiences about authoritative systems and incorporate such knowledge into …

ปัจจัยและแนวทางในการขับเคลื่อนการดำเนินงานนิเทศภายในโรงเรียนมัธยมศึกษาขนาดเล็กสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน, ปกรณ์พงศ์ อินทองแก้ว

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาปัจจัยในการดำเนินงานนิเทศภายในโรงเรียนมัธยมศึกษาขนาดเล็กสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน 2) นำเสนอแนวทางในการขับเคลื่อนปัจจัยในการดำเนินงานนิเทศภายในโรงเรียนมัธยมศึกษาขนาดเล็กสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน กลุ่มตัวอย่าง คือ โรงเรียนมัธยมศึกษาขนาดเล็ก สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน จำนวน 285 โรงเรียน ผู้ให้ข้อมูลคือ ผู้อำนวยการโรงเรียน รองผู้อำนวยการฝ่ายวิชาการ หัวหน้างานนิเทศภายใน จำนวน 855 คน ผู้ให้สัมภาษณ์ จำนวน 13 คน เครื่องมือคือ แบบสอบถาม และแบบสัมภาษณ์แบบมีโครงสร้าง วิเคราะห์ข้อมูลโดย การหาค่าเฉลี่ย (Mean) ร้อยละ (Percentage) ส่วนเบี่ยงเบนมาตรฐาน (Standard Deviation) และการวิเคราะห์เนื้อหา (Content analysis) ผลการวิจัยพบว่า โดยภาพรวม ปัจจัยในการดำเนินงานนิเทศภายในโรงเรียนมัธยมศึกษาขนาดเล็กสังสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน อยู่ในระดับมาก มีค่าเฉลี่ย 4.09 พบว่า ปัจจัยที่มีค่าเฉลี่ยมากที่สุดคือ ปัจจัยด้านบุคลากร มีค่าเฉลี่ย 4.13 อยู่ในระดับมาก รองลงมาคือ ปัจจัยด้านแรงจูงใจ มีค่าเฉลี่ย 4.08 อยู่ในระดับมาก และปัจจัยด้านการบริหาร มีค่าเฉลี่ย 4.06 อยู่ในระดับมาก ตามลำดับ แนวทางในการขับเคลื่อนปัจจัยในการดำเนินงานนิเทศภายในโรงเรียนมัธยมศึกษาขนาดเล็กสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน ด้านบุคลากร ควรมีการวางแผนการนิเทศไว้ในแผนการปฏิบัติประจำปี ใช้เทคนิคการนิเทศแบบเพื่อนช่วยเพื่อน การคัดเลือกบุคลากรในการดำเนินงานนิเทศภายในควรคัดเลือกบุคคลที่มีมนุษยสัมพันธ์ และควรกำหนดให้ครูมีการทำ PLC (Professional Learning Community) เพื่อให้ครูได้แลกเปลี่ยนประสบการณ์ และสะท้อนปัญหาต่าง ๆ และร่วมกันหาแนวทางแก้ไข ด้านแรงจูงใจ ควรส่งเสริมให้ครูปรึกษาสร้างความสัมพันธ์ที่ดีระหว่างครูแบบเป็นกันเอง เพื่อให้ครูสามารถปรึกษาพูดคุยกันได้ ควรจัดให้มีการประชุมสม่ำเสมอ ในการประชุมควรมีการยกย่องเชิดชูเกียรติตามวาระโอกาสแก่ครูที่มีผลงาน และเป็นกำลังใจด้วยการยกย่องชมเชยและแสดง ความยินดี และผู้บริหารควรให้นโยบายและเป้าหมายในการทำงานที่ชัดเจน มอบหมายภาระงานตามความถนัดความรู้ความสามารถของครูแต่ละคน ด้านการบริหาร ควรจัดโครงสร้างการบริหารงานให้กระจายอำนาจทั้ง 4 ฝ่ายงาน เพื่อให้งานนิเทศภายในโรงเรียนประสบความสำเร็จ โดยให้ฝ่ายวิชาการดำเนินการนิเทศด้านงานสอนเป็นหลัก ควรส่งเสริมให้ครูเห็นความสำคัญของการนิเทศภายในโรงเรียนและเข้ามามีส่วนร่วมในการนิเทศ และผู้บริหารควรให้ความสำคัญกับการนิเทศภายในโรงเรียน โดยแต่งตั้งคณะกรรมการในการกำกับติดตามงานนิเทศภายใน

“Maths Outside Of Maths”: Pre-Service Teachers’ Awareness Of Mathematical And Statistical Thinking Across Teachers’ Professional Work, Judy Bailey, Bronwen Cowie, Beverley Cooper

Australian Journal of Teacher Education

Mathematical and statistical thinking is involved across the breadth of people’s home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers’ professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group …

Influence Of Teachers’ Metacognitive Skills On Development Of Early-Childhood Students, Sunthorn Thienngam, Aree Promlek, Koranit Thongsaard

Australian Journal of Teacher Education

The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students’ assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows:

The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference …

Perceptions And Experiences Of Belonging During The Transition From Primary To Secondary School, Lynette Longaretti

Australian Journal of Teacher Education

A young person’s sense of belonging at school can affect their level of motivation, academic achievement and wellbeing. During the transition from primary to secondary school, one’s sense of belonging may be affected by the changes and challenges encountered.

This paper reports some of the findings from a larger qualitative longitudinal study that investigated the factors that contribute to educational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of eighteen months is presented and analysed.

A key theme identified from the larger …

Teacher Candidates’ Views On Self And Peer Assessment As A Tool For Student Development, Fisun Bozkurt

Australian Journal of Teacher Education

This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment. It is a descriptive study using qualitative data from a sample of 21 teacher candidates. Research data were collected using a semi-structured interview and the researcher's observation notes. The data were analysed using the descriptive content analysis method. The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool. The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making. Teacher candidates reported that …

Effective Teacher Professional Learning On Classroom Behaviour Management: A Review Of Literature, Pramesti P. Paramita, Angelika Anderson, Umesh Sharma

Australian Journal of Teacher Education

Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. …

Fun And Friendly Or Wild And Offensive? Preservice Teachers’ Use Of And Image Conveyed By Social Media, Marlynn M. Griffin, Cordelia Zinskie

Australian Journal of Teacher Education

The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must …

Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman

Australian Journal of Teacher Education

: Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single-event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers’ viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program …

Examination Of Text And Video-Formatted Learning Diaries In The Teacher Education, Murat Debbag, Mustafa Fidan

Australian Journal of Teacher Education

This study aims to comparatively examine the text and video formatted learning diaries created within the scope of a school experience course which is a part of teacher education programs for prospective science teachers (PSTs). The case study design was used in this study. The participants created their learning diaries both in text and video formats for the school experience. Results showed that both text formatted diaries and video formatted diaries not only made it possible for the PSTs to see, review, and correct their deficiencies with respect to the profession of teaching, but also made contributions to the development …

The Impact Of A Research Methods Course On Teacher Candidates’ Epistemological Beliefs, Menşure Alkiş Küçükaydin, Yasin Gökbulut

Australian Journal of Teacher Education

The epistemological beliefs of teachers impact both their in-class practices and the perceptions and beliefs of the students whose learning is the responsibility of teachers. Therefore, this study aims to investigate and discuss the impact of a course entitled “research methods” which is taught in education faculties in Turkey, on the epistemological beliefs of teacher candidates. The study adopted the mixed-methods sequential explanatory design. Forty-three teacher candidates participated in the study. The data for the study were collected through the “Scientific Epistemological Beliefs Scale (SEBs)”, a semi-structured interview form, and another form that included the written opinions of teacher candidates. …

Teacher Wellbeing In Remote Australian Communities, Alison S. Willis, Peter R. Grainger

Australian Journal of Teacher Education

_{^{This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers’ individual resilience in hard-to-staff places.}}

Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock

Australian Journal of Teacher Education

Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year‑long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted …

Investigation Of Saudi Teachers’ Perceptions Of Teaching And Learning After A 12-Month Professional Development Programme In Australia, Gosia Klatt, Amy Berry, Anne Suryani, Veronica Volkoff, Hesham Khadawardi

Australian Journal of Teacher Education

This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students …

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum, Irem Comoglu, Kenan Dikilitas

Australian Journal of Teacher Education

Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided …

Reflecting On Emotions During Teaching: Developing Affective-Reflective Skills In Novice Teachers Using A Novel Critical Moment Protocol, James Bleakley, Geoff Woolcott, Tony Yeigh, Robert Whannell

Australian Journal of Teacher Education

Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support …

Investigating The Different Dimensions Of Preservice Mathematics Teachers’ Understanding – The Case Of Factorisation, Olivia Fitzmaurice, Jacqueline Hayes

Australian Journal of Teacher Education

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some …

Preservice Teachers’ Sense Of Belonging During Practicum Placements, Yvonne Dewhurst, Michelle Ronksley-Pavia, Donna Pendergast

Australian Journal of Teacher Education

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, …

Curriculum Alignment After Reforms: A Systematic Review With Considerations For Queensland Pre- And In-Service Teachers, Claudia Elisabeth Johnson, Helen J. Boon, Maree Dinan Thompson

Australian Journal of Teacher Education

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with …

Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett

Australian Journal of Teacher Education

The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but …

Teachers' Perceptions Of Experiential Learning In The 3-Circle Agricultural Education Model, Jon C. Schreurs

Electronic Theses and Dissertations

The purpose of this paper is to describe teachers’ perceptions of experiential learning and its effects on student learning, understanding, and engagement through agriculture education's three-circle model. This paper explores teachers’ perceptions of the value and importance of experiential learning in agriculture education instruction, FFA, and supervised agricultural experience. Further, I explore experiential learning, constructivism, and hands-on learning as the foundational instructional practices used in agricultural education. Agricultural education teachers from southwest Minnesota were surveyed to determine how they are using experiential learning in their agriculture education programs, including classroom instruction, FFA, and supervised agricultural experiences.

Bruchlinien Der Inklusion, Justin A. Haegele, Martin Giese, Wesley J. Wilson, Felix Oldörp

Human Movement Studies & Special Education Faculty Publications

This paper will call for action in one space that is commonly among the first to act as a testing ground for integrated education, physical education. The purposes of this article are twofold: (1) to provide a brief review of research examining integrated physical education from the viewpoints of those with disabilities and (2) to provide several points of reference for future research in this area of inquiry. In addressing these purposes, we first present a review of scholarship salient to the subjective experiences of students with disabilities in integrated physical education. Then, to illustrate and extend this research, an …

Deschooling Deficit Perspectives: An Exploration Of Culture And Place For Educators, Madison Dorschutz

West Chester University Master’s Theses

The purpose of this critical action research is to increase awareness of deficit perspectives that damages the academic outcomes of diverse students while offering approaches to address them. Theories of decolonialism, culturally responsive pedagogy, and place-based education will be discussed as they are able to pull back the raciallyinformed curtain of bias development. These theories come together in a 4-day series of workshops that seeks to inform educators of their damaging thinking in an effort to negate it before they enter their classrooms. Through reflection, cultural-perspective taking, and relationship building, educators can gain skills to acknowledge systems of oppression that …

I Don’T Really Work Here: Part-Time Faculty And The Adjunctification Of Higher Ed., Maggie Cawley

West Chester University Master’s Theses

This critical action research thesis will explore the 40-year rise of adjunctification, the term coined to describe the increased reliance on adjunct and contingent labor in institutions of higher education. This thesis will examine adjunctification’s detrimental effects on teaching in higher education as a profession, on adjuncts and contingent teachers, and on students. Institutional overreliance on adjunct faculty as cheap, ad hoc labor flies in the face of the role that education should play in society: to develop student potentiality and capacity for critical thought. I believe that the casualization of teaching and the subsequent rise of adjunctification preclude these …

New State Of Mind: A Living Learning Community For Out-Of-State Students, Molly Rorick

West Chester University Master’s Theses

The term out-of-state resonates with any person who does not permanently live in a particular state but has visited from across state lines multiple times. In this case it is in relation to students who have decided to pursue their education at an institution that is located in a different state. This thesis examines the lack of resources for OOS students living within the university's walls using the lens of transition theory. With the lack of resources, this creates a barrier between the student and their potential for their success. New State of Mind is a proposed intervention, which opens …

How The Change To Online Learning Affected Chinese Language Teaching In California Schools Due To The 2020 Covid-19 Pandemic, Jing Ren

Cal Poly Humboldt theses and projects

This research study investigates how Chinese language teachers in California made the change from in-person learning to distance learning during the COVID-19 pandemic, how they set up and taught virtual classes and what their reactions were to the online transitions. Teachers utilized various interactive tools and strategies to teach students in their virtual classrooms. Parental involvement with the child’s education at home increased. Some public school district polices caused greater reductions in student participation than others. Teachers applied various communication strategies to engage students in creative ways while teaching online. This together with curriculum development and assessment design required that …