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Secondary Education and Teaching Commons™
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- Johnson & Wales University (2)
- The Alan Shawn Feinstein Graduate School (2)
- Adolescent Males (1)
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- Denise DeMagistris (1)
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- Does a Co-Learner Delivery Model in Professional Development Affect Teachers’ Self-Efficacy in Teaching Mathematics? (1)
- Education Leadership Doctoral Program Center for Research & Evaluation (1)
- Educational Leadership Doctoral Program (1)
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- Expectations for Career and Social Support by Mentors and Mentees Participating in Formal Elementary and Secondary School Mentoring Programs (1)
- Grounded theory (1)
- John J. Ribeiro (1)
- Learning (1)
- Literacy (1)
- Males as readers (1)
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- Monique Jacob (1)
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- Pre-service teachers (1)
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Articles 1 - 4 of 4
Full-Text Articles in Secondary Education and Teaching
Getting Boys To Read: A Look At The Research And The Books They Love, Carrie Lynn Cooper, Kathy Cox Watson
Getting Boys To Read: A Look At The Research And The Books They Love, Carrie Lynn Cooper, Kathy Cox Watson
Library Faculty and Staff Papers and Presentations
This session focuses on what the research says about males as readers and introduces the audience to great boy books and other types of text that appeals to male readers. The presenters have chosen titles from the Kentucky Bluegrass Awards program that are of interest to young male readers. Presenters also introduce and promote Kentucky’s children’s choice reading program, the Kentucky Bluegrass Awards. To misquote George Ella Lyon, the presenters would like to get boys to "shake hands with a book."
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …