Secondary Education and Teaching Commons^™

Reflections Of “Use Of Comics In Social Studies Education” Course: The Opinion And Experiences Of Teachers, Genç Osman İlhan, Maide Şin

SANE journal: Sequential Art Narrative in Education

It is well known that a quality teacher education is necessary for qualified education. Teachers must be well-trained in multiple areas and have an open-minded structure. They must develop strategies based on the lesson and students, which needs effective material development and use. The materials to be used could be prepared by others and can be incorporated into the classroom setting or teachers could design and present them to students, which is essential for the quality of instruction. When a teacher creates and effectively employs instructional materials, his/her self-confidence will increase and teaching will be enriched and made easier. Comics …

Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi

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

Reform efforts in K–12 science education have been gaining pace ever since the introduction of the Next Generation Science Standards (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the development of 27 preservice secondary science and mathematics teachers’ (PSTs’) knowledge and skills as they understand, interpret, and implement the NGSS, particularly science and engineering practices (SEPs), within the context of microteaching during a STEM methods course. Primary data sources include 12 videos of 40-minute-long microteaching lessons, self-reflections, semistructured and focus-group interviews, and …

Gaps In Teacher Professional Development For Technology-Supported Learning: Implications For School Leaders And Policymakers, Steven Bingham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the teacher’s perspective. This research was intended to help understand how mobile devices are being integrated into the classroom, including recommendations for teachers, school administrators, policymakers, and future researchers

K-12 Teachers Perspectives On Mobile Technology Integration: A Qualitative Study, Steven Justin Bingham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the perspective of classroom teachers during the 2022-2023 school year. The increase in mobile technologies being utilized in schools made it imperative to understand how mobile devices are being integrated into the classroom from the teacher’s perspective. The central research question was, how do teachers at K-12 schools in the Midwest describe their perception and usage of mobile technology integration in teaching and learning?

The data collection consisted of semi-structured interviews with fourteen participants from one school district in the …

Translanguaging In World Language Higher Education, Alessia Barbici Wagner

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study …

Bringing Women's Literature Into The Secondary Classroom: A Comprehensive Unit Plan, Mairead Stotz

Honors Theses

Included in this applied knowledge project are details regarding how I developed a six-week unit on women’s literature using backward design, rationale behind my process and text selections, learning targets and Illinois Learning Standards for English Language Arts that are met through the instruction, and a complete set of 30 lesson plans, including assessments, handouts, and additional instructional materials. My goal is to demonstrate what I have learned during my time as an education student at the University of Nebraska-Lincoln and to emphasize the importance of women’s literature in the secondary classroom.

Key Words: English education, women’s literature, literature circles, …

Heart-Stopping Rollercoasters: Restorative Practices, Motivation, And The Formation Of A Science Identity, Zachary Schafer

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This paper explores the crossroads between restorative practices and science education. In this crossroads, a case study between teacher and learner is explored to reveal the implications the tandem between restorative practices and education has for motivation and identity formation. The paper ends with practical suggestions for the teacher in the classroom.

The Impact An Inquiry-Based Learning Professional Development Has On Science And Agricultural Teachers' Intent To Use Animal Science Concepts As A Context For Teaching Science, Kasey Harmon

Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship

There is an emerging need for Tennessee and Nebraska high school students to increase their science proficiency. It is important that students are science literate to equip them with basic science skills needed for the workforce. Science literacy enables students to problem solve efficiently, appropriately assess societal issues, and make informed decisions. Inquiry-based learning (IBL) is a teaching strategy that has been shown to positively impact students’ ability to critically think and make informed decisions. Since IBL and agricultural education are centered around experiential learning, combining them gives students the opportunity to learn science in a real-world context. However, previous …

Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …

Multiple Case Study Of Science And Engineering Integration In Secondary School Across Six School Districts, Elizabeth Hasseler, Elizabeth B. Lewis

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

A multiple case study was conducted to investigate six districts’ approaches to integrating science and engineering curricula in their secondary education programs. Data collected included classroom observations, interviews with teachers and administrators, college transcripts, professional development, and curriculum, as well as how, and how district personnel supported, and teachers enacted classroom instruction to align with the Next Generation Science Standards (NGSS). Six districts were chosen due to their ranges in their size, urban or rural context, and demographics. There were 25 participants in the study who were either district personnel or secondary teachers. All school districts in the study incorporated …

Comparison Of Rural And Urban High School Science And Engineering Integration In Two School Districts, Elizabeth Hasseler, Elizabeth B. Lewis

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

A comparative case study was conducted in an urban and rural district, focusing on how science and engineering were integrated into the high school programs. This led to the recommendation for districts to provide collaboration and mentorship opportunities that support teachers integrating engineering into their classrooms.

Session presider: Omah Williams-Duncan

Advisor: Beth Lewis

Committee members: Gwen Nugent, Justin Olmanson, Heidi Diefes-Dux

Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas

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

Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …

A Guided Chatbot Learning Experience In The Science Classroom, Jennifer Davis

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This dissertation describes a practitioner’s design-based development of a prototype chatbot to guide students in learning biological concepts of genetic mutations and protein synthesis. This chatbot’s architecture provides learning activities, feedback, and support throughout a series of short, connected lessons. The chatbot is designed to scaffold learners through a predict, observe, explain model of inquiry learning. It utilizes real-world phenomena to lead students through biology core ideas, science and engineering practices, and crosscutting concepts. Results of prototype testing include survey results in support of the proof of concept among both students and teachers, as well as accuracy measurements of chatbot …

Accessibility And Usage Of School Library Materials And Facilities By Social Studies Teachers In Sapele Metropolis, Sunday Obro

Library Philosophy and Practice (e-journal)

The study examined the accessibility and usage of school library materials and facilities by Social Studies teachers in Sapele metropolis. One hundred and four (104) social studies teachers were the selected study sample using the purposive sampling method. Two (2) instruments were employed for the gathering of data. They are an observation checklist and a questionnaire. The data gathered were analysed using mean. The study revealed that most library materials and facilities were not accessible. In addition, it was discovered that non-print media were lacking. However, textbooks and print assets and materials were accessible. Also, the study exposed that poor …

Secondary Science Teachers’ Curricular Use Of Ngss Engineering Practices, Elizabeth Hasseler, Amy Tankersley, Ana M. Rivero, Lyrica L. Lucas, Elizabeth B. Lewis

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

We investigated how often teachers integrated engineering into science lessons to address Next Generation Science Standards (NGSS) performance expectations using data from a multi-year study of secondary science teachers. Only 7.14% of middle school (MS) lessons contained engineering practices. Engineering was included in lessons for students to apply or support the learning of scientific content.

Presider: Amy Tankersley

Students' Definitions Of Academic Success, Brent Kelderman

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Academic success has not been well defined consistently, and when definitions have been proposed (e.g. Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006 ; York, Gibson, & Rankin, 2015), they are not always measured consistently. Is it good grades (Parker, Summerfeldt, Hogan, & Majeski, 2004), and if so, what constitutes a good grade and what should be graded? Is it understanding the material, and if so, is understanding shown by simply completing the academic tasks (Choi, 2005)? Is it perseverance and grit (Tang, Wang, Guo, & Salmela-Aro, 2019), and if so, why do many other definitions and views focus so much …

Diversifying The Classroom: Masculinity And Intersectionality In (Teacher) Education: A Review Of Literature, Scott V. Gealy

The Nebraska Educator: A Student-Led Journal

While much has been written about the gender and demographic divide in the U.S. between the population of students and their teachers, complex gendered, cultural, and socioeconomic forces appear to be widening it. In an effort to reveal the many ways that teacher education programs can attract and retain a more diverse body of candidates, this literature review lays out a general overview of masculinity’s work as it pertains to the socialization of boys and young men in K-12 schools; it examines the influence of gendered, racial, and socio-economic assumptions on both teachers and learners; it looks at the experience …

Using The Modern Classrooms Project Instructional Model To Address Post-Covid Challenges In The Classroom, Mary Clare Murray

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The trauma and upheaval that students and families suffered due to the Covid pandemic will impact the classroom in the 2021-2022 school year in two significant ways: in the uncertain social-emotional health of students and in the dramatic disparities in their recent learning experiences. What is the most effective method for teachers to address these issues during instruction? The Modern Classrooms teaching method emphasizes self-paced, mastery-based, blended learning that could be a successful method to address post-Covid challenges in the classroom. This paper refers to studies that show the success of each of these instructional aspects: self-paced, mastery-based, and blended …

Reading Ability, Study Habits And Students’ Academic Performance In Social Studies, Juliana Uloma Iheakanwa, Sunday Obro, Williams Pius Akpochafo

Library Philosophy and Practice (e-journal)

This study investigated reading ability, study habits and students’ academic performance in Social Studies. The study was an expos-facto study. The researcher employed a stratified and multi-sampling technique to sample 1103 students. The questionnaire was the instrument utilised to gather data. The Cronbach Alpha was utilised for the determination of the instrument reliability, and a reliability value coefficient value of 0.78 for Reading Fluency, 0.90 for Passage Recall and 0.92 for question Answering and 0.76 for Study habit was obtained. Data generated were evaluated employing correlation co-efficient of determination for the research questions, while the multiple regression and linear regression …

Technology Leadership Qualities In Secondary School Principals In Nebraska Who Support Student-Led Social Media Teams, Jill M. Johnson

Department of Educational Administration: Dissertations, Theses, and Student Research

This study addresses secondary school principals in Nebraska who are dealing with the negative ramifications of their students’ social media interactions. To combat the problem, this study sought to identify the technology leadership qualities possessed by secondary school principals in Nebraska who support student-led social media teams. A purposeful sampling of six secondary school principals in Nebraska, who have all been practicing principals for at least three years, engaged in individual semi-structured interviews via Zoom in January 2021. The primary research question was: What technology leadership qualities are possessed by secondary school principals in Nebraska who support student-led social media …

Influence Of Multimedia Resources On Social Studies: Exploring Teachers And Students Experiences In Delta State, South South Nigeria., Favour O. Atubi

Library Philosophy and Practice (e-journal)

ABSTRACT

Considerable effort in providing students especially those of social studies a practical and efficient learning environment through proper instructional methodology, strategies and technological resources have been attempted by researchers. Research on educational technology like Multimedia Resources have also been receiving great attention by researchers, but studies on Multimedia Resources that explores the experiences of Social Studies teachers and students in Nigeria is scarce. Therefore, this research was carried out to examine the influence of Multimedia Resources on Upper Basic Social Studies education in Delta State, as perceived by Upper Basic social studies students and teachers, teachers’ level of usage …

Struggling Student Teachers: Interventions For Support And Success, Sheree Moser

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Teacher shortages in K-12 schools have created unique challenges for teacher preparation programs. University instructors face the task requirements of supporting candidates from a wide variety of backgrounds at the undergraduate and graduate level. While some of these candidates enter higher education programs skilled, eager, and committed, others are less prepared, requiring significant attention to make it through the program. Exams required by state departments of education and minimum grade point averages influence each candidate’s ability to move forward within the program, causing some students to experience additional struggles related to mental health and financial burdens.

The problem of practice …

Struggling Student Teachers: Interventions For Support And Success, Sheree Moser

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Teacher shortages in K-12 schools have created unique challenges for teacher preparation programs. University instructors face the task requirements of supporting candidates from a wide variety of backgrounds at the undergraduate and graduate level. While some of these candidates enter higher education programs skilled, eager, and committed, others are less prepared, requiring significant attention to make it through the program. Exams required by state departments of education and minimum grade point averages influence each candidate’s ability to move forward within the program, causing some students to experience additional struggles related to mental health and financial burdens.

The problem of practice …

“Because Like – And So I Don’T – So I Think It’S Maybe, I Don’T Know”: Performing Traumatic Effects While Reading Lynda Barry’S The Freddie Stories, David Lewkowich, Michelle Miller Stafford

SANE journal: Sequential Art Narrative in Education

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading The Freddie Stories presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how …

Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …

Meeting The Vision Of The Ngss: Critical Factors Of Effective Science Teaching (Poster), Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

With new national science education standards, we must understand how to prepare science teachers capable of advancing reform initiatives. In a 3-year longitudinal study we adopted a multi-method approach to investigate beginning science teachers’ instructional practices. We analyzed transcripts, observed science lessons, and documented weeks of lessons. Using this large dataset we posed research questions about the use of NGSS scientific practices in teachers’ science lessons (Project #1) and classroom diversity as it relates to teachers’ use of inquiry (Project #2). In order to expand our coding capability of science teaching data for use in our structural equation modelling efforts …

Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler

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

The landscape of teacher preparation is complex. From a research perspective, how to prepare teachers presents as a multilevel, multivariable puzzle. For decades, federal and state policymakers, educational researchers, and administrators, along with teacher education institutions, school districts, and other stakeholders have tried to determine and measure the key malleable factors that result in effective teaching (NRC, 2010).

Periodically, state departments of education review secondary science teaching endorsement policy guidelines. As revisions occur, teacher educators in higher education and district administrators need to engage in a multidisciplinary discussion about:

1. the ways in which strong domain-specific science content knowledge contributes …

Engaging Preservice Secondary Science Teachers In A Ngss-Based Energy Lesson: A Nanoscience Context, Deepika Menon, Mary Sajini Devadas

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

The new approach to teaching science presented by the Next Generation Science Standards (NGSS) warrants training high-quality science, technology, engineering, and mathematics (STEM) teachers to prepare the future STEM workforce. We share the implementation of an energy lesson using a nanoscience approach, well-aligned with the NGSS vision, in a secondary- STEM-education course for preservice science teachers. First, we engaged preservice teachers in discussions related to alternate sources of energy; this was followed by a case-study approach to illustrate a real-world problem of energy deficiency and solar energy (solar cells using nanoparticles) as one potential solution because it is cost-efficient, clean, …

High School Scholastic Journalism: An Empowering Force In Our Polarized Democracy And Democratic Empowerment - Scholastic Journalism Curriculum, Shelby Schmidt

Department of English: Dissertations, Theses, and Student Research

Consisting of two parts, this thesis explores the way a journalism classroom can create a democratic space for students that allows them to practice social life while developing more skills in tolerance and more confidence in their agency. The second portion consists of a sample curriculum to allow more democratic empowerment in our classrooms.

Advisor: Stacey Waite

“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Practitioner knowledge, as the center for change in teacher education, is the heart of The Carnegie Project of the Educational Doctorate (CPED) program. Margaret Lata and Susan Wunder explain a key principle of CPED is to grow practitioners as change agents, through the development of a Problem of Practice. In their article, Investing in the Formative Nature of Professional Learning: Redirecting, Mediating, and Generating Education Practice-as-Policy (2012), they discuss how the capstone product that evolves from this Problem of Practice should impact the professional field by producing knowledge that informs and changes professional practice.

This Dissertation in Practice, “I …