Dissertationen: „Education, Leadership|Education, Educational Psychology|Education, Curriculum and Instruction“

1

Palko, Steffen E. „An epistemological framework for curriculum and instruction“. [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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2

Larrison, Abigail L. „Mind, Brain and Education as a Framework for Curricular Reform“. Thesis, University of California, San Diego, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556891.

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A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models—Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field.

3

Chamberlin, Mary A. (Molly). „Multi-year participation in supplemental educational services effects and implications /“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380067.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009.
Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4570. Adviser: Jonathan Plucker.

4

Lovejoy, Cherrie. „Literacy Instruction in Three Preschool Programs| A Multiple Case Study“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641298.

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Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher–child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.

5

Paul, Kelli M. „Student achievement in a publicly funded voucher program a comparison of three statistical techniques for analyzing and interpreting data /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215178.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1224. Adviser: Ginette Delandshere. "Title from dissertation home page (viewed May 7, 2007)."

6

Nichols, Sharon Louise 1969. „Students in the classroom: Engagement and perceptions of fairness“. Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278596.

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In this study, I examined high school students' level of engagement by exploring the relationship between students' phenomenological perceptions of fairness and their levels of engagement. This involved collecting and analyzing data based upon engagement and fairness scales that were created by a research team. Data were descriptively analyzed and factored to identify potentially distinct dimensions of fairness and engagement. Analysis included a correlation of four dimensions of fairness and five dimensions of engagement. Fairness and engagement were significantly related in almost all dimensions. One distinct finding was that "personal" perceptions of fairness were more correlated with engagement than other dimensions of fairness. When personal fairness was partialled out of the correlation, other dimensions of fairness failed to relate significantly with engagement. This suggests that personal experience of fairness has a more significant and salient affect on levels of engagement than any other identified dimension of fairness.

7

Govett, A., Ryan Nivens, Chih-Che Tai und Laura Robertson. „STEM Education: Education Teachers for a New World“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/778.

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8

Bakosh, Laura S. „Investigating the effects of a daily audio-guided mindfulness intervention for elementary school students and teachers“. Thesis, Institute of Transpersonal Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618722.

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Mindfulness practices, used to focus and sustain attention, have been shown to promote school readiness, and to positively impact students' academic success. Yet, incorporating these practices into the normal school day has been difficult due to the curriculum changes and teacher training necessary for implementation and sustainable operation. This study utilized a quasi-randomized controlled trial (RCT) design, to measure the effects of a mindfulness program on student grades, on teaching operations, and on teacher mindfulness and stress. The program consisted of 90 audio-guided tracks, each 10 minutes in length. The automated delivery system, via an MP3 player and docking station, offered both students and teachers the opportunity to consistently participate in mindfulness practices each school day without impacting teaching operations. A total of 337 students in 2 schools participated in this study. There was a significant mindfulness intervention effect on students' grade point average (GPA) changes in School A (N = 131), between the treatment (n = 64, M = 2.7995, SD = 3.13), and control (n = 67, M = .0448, SD = 2.61) groups; t(129) = 5.48, p < .001 (2-tailed), 99% CI [1.76, 3.75], d = .96. In school B, (N = 206), there was a near significant mindfulness intervention effect on GPA changes between the treatment ( n = 103, M = .0357, SD = .065) and control (n = 103, M = .0091, SD = .126) group; t(204) = 1.91, p = .058 (2-tailed), 95% CI [-.001, .054], d = .27. These results suggest that a daily audio-guided mindfulness practice can positively impact student grades across all subjects with less than 1 hour of teacher training and with no changes to the existing curriculum.

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Walter-Bailey, Wendy. „Becoming a pushout an ethnographic study of school dropouts and their perceptions of school life in the margins /“. [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177640.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1626. Adviser: Ellen Brantlinger.

10

Cheng, San Chye. „Effects of Socio-Cognitive Conflicts on Group Cognition and Group Performance“. Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383546.

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Socio-cognitive conflict is a mechanism that drives cognitive development/learning in collaborative learning. Such conflicts occur when individuals have different perspectives on the same problem. To adequately solve problems, groups face the challenge of integrating different perspectives, which when successful can result in an increase in shared knowledge (i.e., knowledge convergence), an intermediate process-related collaborative learning outcome. Knowledge convergence plays an important role in explaining the quality of group performance, an ultimate collaborative learning outcome. However, students do not always learn from one another in groups, with studies revealing variability in collaborative learning outcomes. Among other factors, their communication can be unproductive or productive. This mixed evidence could be because: (1) interactions have not been analyzed using instruments developed with theoretical and empirical underpinnings within a socio-cognitive conflict paradigm to measure a comprehensive range of socio-cognitive processes; and (2) it is insufficient to assign group tasks without providing any scaffolding. My study acknowledges these issues and uses a randomized experimental design that aims to: (1) Test out a script that strives to scaffold interactions to generate collaborative socio-cognitive processes. To analyze interactions, my study uses an instrument capable of identifying a comprehensive range of socio-cognitive processes; and (2) Examine the effect of socio-cognitive processes on knowledge convergence and consequently on the quality of group performance. Findings suggest that the script offers a promising way to facilitate the type of productive communication to make group-work beneficial. It generated interactions with collaborative socio-cognitive processes. Additionally, the frequency of collaborative socio-cognitive processes is positively related to the increase in shared knowledge in terms of the number of similar elements and statements members had in common after dyads’ interactions. Also, the increase in the number of similar elements is positively related to the quality of dyads’ performance, whereas there is no corresponding effect for statements. Implications for designing collaborative learning activities include requiring the duration of students’ interactions to be long enough to have sufficient collaborative socio-cognitive processes so as to have substantial knowledge convergence and higher quality of group performance. Future studies include addressing issues regarding measurement accuracy in analyzing chat-logs and knowledge convergence.

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Brodnax, Rita M. „Brain compatible teaching for learning“. [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173526.

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Thesis (Ed. D.)--Indiana University, Dept. of Educational Leadership, 2004.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1257. Chair: Ron Barnes.

12

Prickett, Charles Oliver. „Assessing student engagement in learning: The shadow study“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282793.

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The study examines the use of the shadow study technique in determining student engagement in learning. The students and teachers who comprise the subjects for this study were randomly chosen from a large metropolitan midwestern school district. The students were randomly selected from a list of sixth, seventh, and eighth grade students provided by the district. Teachers were also randomly selected from a list of tenured teachers provided by the district. The shadow study, a quasi ethnographic data collection technique, was used to gather data for this study. Observations were recorded every five to seven minutes over the course of a school day. Fifty-eight students and twenty-two teachers were shadowed. Fifty-eight volunteer observers shadowed the students, and twenty-two shadowed the teachers. Data were grouped by grade level, first impressions were recorded, and responses to lists of topics for student and teacher behavior were noted. These impressions and notes were then coded and tabulated. Teacher behavior included initial impressions, instructional techniques, teacher-teacher interactions, student engagement, and teacher student interactions. Student behavior included initial impressions, instructional techniques, teacher-student interactions, and student-student interactions. These data were compared to topics described in the literature as positively influencing student engagement in learning. Topics included: authentic instruction, small group instruction, the use of computers, project based learning, individualized instruction, hands-on learning, and small group and whole class discussions. The study found the predominant instructional techniques in these classrooms to be very traditional. Teacher lecturing and student note taking and the use of worksheets prevailed. Students in these schools were actively engaged in learning about thirty percent of the time. Conversely, students were passively engaged or disengaged about seventy percent of the time. The shadow study technique, while inefficient, is an effective method to examine student engagement in learning.

13

Mccabe, Susan M. „Leadership for Learning: Narratologic Pedagogy and Knowledge Construction in Higher Education“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2946.

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Leadership and learning are human activities occurring within an interpersonal, social context. This study was concerned with rendering the lived experiences of leaders and learners as intelligible, allowing for understanding of factors affecting knowledge construction and learning in higher education settings. The individual, personal experiences of teachers and learners were explored in order to identify factors that can be influenced by teacher leadership. Phenomenology was the philosophical and methodological structure of this study. Fifty-two nursing students enrolled in a senior level course at a regional state university participated in the study, as well as the two course co-teachers. All participants engaged in a narratologic journaling process that reflected their personal experiences with learning. Journals were kept for a 12 week-period, and narrative data reflecting individual learners and leaders' personal engagement with learning were collected at six discrete intervals during the study. The textual data were systematically analyzed, consistent with qualitative research processes, using constant comparative methods, and assisted by QSR NUD.IST computer software. Sixteen major themes and 36 sub-themes representing meaningful expressions of the lived lives of participants were identified. The lived lives of participants are about power, tension, mistakes, expectations, and most significantly about caring. Examination of the interrelationship of themes led to identification of factors impacting leadership and learning within the study classroom. Three interrelationship theme clusters were found and represent the study's major findings. The interrelationship clusters are reported as three conceptual models reflecting what it is to be a learner or leader in the classroom of study. These models are (a) the positive power of leadership, (b) tension and learning, and (c) leadership for learning, and lead to identification of pedagogy seen as positively impacting knowledge construction in a higher education classroom setting.

14

DeFrancesco, Michele A. „Effects of Classroom Setting and Instructional Practices on Academic Performance“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1882.

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According to the National Center for Educational Statistics and the National Center for Educational Progress (NAEP, 2011), student with disabilities are not making significant academic gains compared to non-disabled student groups. The purpose of this study was to determine the impact of differentiating instruction specifically pre-teaching and re-teaching and whether or not a student has a disability with academic performance on the Maryland State Assessment (MSA) for eighth grade reading across 17 middle schools in Anne Arundel County. The theories of cognitive social learning, cognitive neuroscience and brain based learning grounded the quantitative quasi-experimental research using an ex post facto design based on archival data collected from September 2011 to January 2013 by the researcher and multiple observers from the secondary special education leadership team. A two-way analysis of variance (ANOVA) was utilized to determine if significant differences existed among the reading performance for students in schools where teachers differentiated instruction, and type of student. Results from the study demonstrate that students without disabilities continue to have higher scores than students with disabilities. It is recommended results from this study be shared with educators to expand the knowledge base of educators to assist with closing the achievement gap between students with and without disabilities.

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Straessle, Jessica Miller Wunderle. „Teachers' perspectives of effective lesson planning: A comparative analysis“. W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154173.

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16

Robertson, Laura. „STEM K-12 Education Certificate“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3241.

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17

Moahi, Serara. „The validity of the Botswana Junior Certificate Mathematics Examination over time“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280629.

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The conceptualization of validity has evolved over time, from the reign of criterion validity as a prominent type of validity through the phase of the traditional validity trinity concept that considered construct, content, and criterion validity as different kinds or types of validity. The current view among the measurement community is that there are no distinct forms of validity; instead validity is the extent to which the appropriateness of proposed uses and interpretations can be supported by various kinds of validity evidence. National examinations such as the Junior Certificate Examination in Botswana typically assess content and skills defined by national curricula. The extent to which items in examination papers are relevant to important content and cognitive skills espoused by national curricula is critical to the accuracy, appropriateness, and fairness of examinations results. This study investigated content, substantive, reliability, and internal structure validity evidence of the Junior Certificate Mathematics Examination over a period of three years, 2000, 2001, and 2002. Three alignment models were used to investigate content and cognitive skill validity evidence. A correlational analysis and exploratory factor analysis were used to detect the internal structure of the 2000, 2001, and 2002 Junior Certificate Mathematics examination papers and reliability of the objective tests was assessed through Coefficient alpha. The results showed that the sampling of mathematics content fluctuates from year to year, and does not always reflect content emphases in the Mathematics syllabus. Content of items in all three years' examination papers was judged as sufficiently aligned to content expressed in syllabus objectives the items were intended to measure using a liberal alignment criterion. The results of the study also indicated that the 2000, 2001, and 2002 Paper 1 component of the Mathematics examinations were sufficiently reliable albeit minimally so. Results of the exploratory factor analysis indicated that the Paper 1 component of the Mathematics examination assesses a possibly multidimensional construct. The findings of this study highlight the need for more comprehensive and systemic validity studies that would continue to generate information concerning the validity of examinations in Botswana.

18

Preston, Heather Paige. „Come Together: Inclusive Leadership and Public Relations Education“. Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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19

Loiacono, Cynthia Mansfield. „Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program“. W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.

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20

Battle-Edwards, Amy. „An Examination of the Georgia Teacher Keys Effectiveness System“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.

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This study examined the Georgia Teachers Effectiveness System and its effects on teachers’ teaching practices, including teacher motivation and teacher behavior. This was a mixed method study that included a focus group, surveys, and document analysis to address the independent variables: Teacher Assessment Performance Standards, Professional Growth, Student Growth Percentile, Student Learning Objectives and Teacher Effectiveness Measurement. The researcher found that the teachers that participated in this study were intrinsically motivated and the Georgia Teacher Keys Effectiveness System is a tool used to provide additional support and guidance in the classroom. A conclusion drawn from the findings suggested that the Georgia Teachers Effectiveness System has had a positive influence on teachers’ teaching practices.

21

Burbach, Jessica Hopson. „Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4385.

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In the United States, a staggering four thousand students drop out every school day. Moreover, in 2016, the graduation rate in Oregon was only 74.8%, one of the lowest in the nation. Research shows that a disproportionate number of youth leaving school are from historically marginalized communities. Many of these youth resiliently return to education at alternative schools. This research sought to explore the educational experiences of youth in alternative schools in their own voices and perspectives. From a theoretical framework based in sociocultural theory, cultural capital, and critical theory, this study underscored the importance of youth voice in changing the education system by incorporating qualitative methods and YPAR (Youth Participatory Action Research). Working alongside seven youth co-researchers who attended an alternative school in Oregon, we interviewed eight other students at the same school about their educational experiences and perceptions of the education system. The youth co-researchers and I co-constructed four themes collectively: "I felt invisible to the teachers"; "Teaching is a sacred act'; "Regular high school is like drowning, it's cruel"; and "Dropping out was [actually] a success." We also compiled counternarratives in the words of the eight student participants, which highlighted how the school system pushed them out despite their desire to learn. Finally, we spoke truth to power, in solidarity with the youth in this study, by presenting our recommendations for educational change to teachers, including how they can co-create spaces with students that foster care and empathy, value youth voice, and are culturally sustaining and identity affirming.

22

Schenkel, Lisa Ann. „Optimal educational experiences and their relationship to self-concept and flow in adolescent high-ability and gifted learners“. W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154161.

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23

Espinosa, William Robert. „Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives“. Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/255.

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School district leaders use strategic planning as a tool for leading their complex education systems. They may be mandated to prepare a strategic plan or they may elect to use the strategic planning process to adapt, focus, and align their education system to improve student achievement. The challenge comes in the confusion around what constitutes an effective strategic planning model. Using models from other sectors such as business are often unsuccessful when they are modified to deal with the diversity of stakeholders, multi-discipline systems, and complexity unique to school district systems. The purpose of this study was to research the practice of using strategic planning in 269 U. S. school districts. A survey using a nine-step strategic planning model as a conceptual framework was designed to determine the use, nonuse, and prevalence of the steps. A content analysis of 78 school district strategic plan documents and the semi-structured interviews of six district superintendents provided qualitative data and narrative to the analysis. The analysis of the data from this mixed methods approach provided insights into strategic planning models in use in school districts and a perspective of their effectiveness from the point-of-view of the superintendent.

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Dungan, Jeffrey. „International School Leadership and the Diffusion of Distance Education in East Asian International Schools“. NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/136.

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Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are innovating pedagogies and schools’ structures. However, the leader of an organization or school may be the most influential advocate for or barrier to change. International schools’ leaders continue to play a role in the diffusion of distance education. This study identified the knowledge and experience of international school leaders and identified themes that are related to the likelihood distance education would or would not be adopted by the schools they lead. This applied dissertation describes international school leaders’ knowledge and use of innovation diffusion theory in adopting distance education into kindergarten-Grade 12 East Asia Regional Council of Schools (EARCOS). International schools are a unique niche in the global educational environment. Triangulating data from EARCOS school leaders collected through individual innovativeness surveys and coding open-ended interview transcripts provided insight to school leaders’ knowledge and use of innovation diffusion theory when applied to adopting or rejecting the use of distance education within their schools. Data collected in this study indicated that EARCOS school leaders’ use of formalized planning when diffusing innovations, including distance education, within their schools varied depending on the scale of the innovation and the stakeholders involved. EARCOS school leaders rated themselves higher on average in individual innovativeness when compared to other innovativeness survey normative groups. Several other key themes emerged from the data including the following: Opinion leadership and change agents play a vital role in diffusing innovations in EARCOS schools. School leaders need to be adaptable and recognize opinion leadership within their schools to diffuse innovations efficiently. EARCOS school leaders rated themselves as highly innovative but were reluctant to explore innovative ways of delivering instruction, including distance education. Distance education was not seen as relevant in EARCOS schools, even though school leaders recognized their students would be exposed to online learning upon matriculation. Barriers to the diffusion of distance education exist in EARCOS schools including cost to develop distance education programs and courses, existing school structures, and the perceived absence of need.

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Geiger, Joseph Roy II. „The impact of principal instructional leadership on student achievement in small high schools in Virginia“. W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618801.

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The purpose of this study was to investigate the relationship between the degree to which a principal demonstrates instructional leadership and student achievement in small high schools in Virginia. This inquiry was an extension of previous research which has examined the relationship between these two variables in urban elementary schools. The study controlled for the effects of the socioeconomic status of the students, which has been demonstrated through research to have an important impact on student achievement.;Forty-four high schools with enrollments in grades 10-12 of 500 or less students participated in the study. Teacher and supervisor questionnaires were used to measure principal instructional leadership. Student Achievement was measured by the schools' results on the Test of Achievement and Proficiency, which is the 11th grade component of the Virginia State Assessment Program. The percentage of students eligible for free and reduced meals at each school served as the surrogate variable for socioeconomic status.;It was hypothesized that (1) there would be a negative relationship between student achievement and socioeconomic status (i.e., the percentage of students eligible for free and reduced meals) and (2) after controlling for the effects of socioeconomic status, there would be a positive relationship between student achievement and principal instructional leadership.;It was concluded that there is a negative relationship between student achievement and socioeconomic status. It was further concluded that the results of the study do not support the hypothesis that principal instructional leadership has a statistically significant relationship with student achievement.;Further study is needed to examine the complex nature of the instructional leadership construct. Research should be conducted to determine how the principal's managerial efforts influence the teaching-learning process. In addition, the roles played by other individuals, such as other administrators, teachers, and parents should be investigated as to how principals can coordinate the efforts of these individuals to enhance student achievement.

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Meier, Daniel John. „The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/43556.

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Educational Psychology
Ph.D.
The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study.
Temple University--Theses

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Hart, Mallory. „Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes“. TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.

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Gulledge, Brenda T. „The Perceptions of Career Ladder I, Career Ladder Ii, and Career Ladder Iii Elementary Principals Regarding Instructional Leadership“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2917.

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The purpose of this study was to determine if Career Ladder I, Career Ladder II, and Career Ladder III Tennessee Elementary Principals perceived differently their role as instructional leaders. The amount of time principals spent in six identified dimensions of instructional leadership was examined. The study examined selected independent variables, such as, grade level configuration of the school, years of experience as a principal, number of years of classroom experience, and gender for any effect on the Career Ladder I, Career Ladder II, and Career Ladder III elementary principals' perceptions of their instructional leadership role. The research design included three research questions with 16 null hypotheses testing for differences among Career Ladder I, Career Ladder II, and Career Ladder III elementary principals' perceptions of their instructional leadership role. Data were obtained using the Instructional Leadership Survey of Elementary School Principals, a 48-item instrument, administered to 125 elementary principals in the First Tennessee Development District. Both Career Ladder I and Career Ladder III elementary principals indicated significantly greater importance than Career Ladder II elementary principals in their perceptions of their instructional leadership role in the instructional leadership dimensions of observing teachers and classrooms, evaluating and supervising teachers, instructional problem-solving, and planning and developing instructional programs. Female principals indicated greater importance than did male principals in their perceptions of their instructional leadership role in all six identified dimensions of instructional leadership.

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Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson und Stacey Fisher. „Discourse of Integrating Science and Literacy“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.

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Robertson, Laura, und Renee Rice Moran. „Teacher Perspectives on Science and Literacy Integration“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3243.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

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Hiebel, Adam L. „Grouping the Mathematically Gifted: A Mixed Methods Investigation of Homogeneous and Cluster Arrangements“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426161704.

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32

Ruben, Barbara. „Nurturing the Development of Teacher Change Agents Within a Teacher Education Program“. PDXScholar, 2004. http://pdxscholar.library.pdx.edu/open_access_etds/1991.

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The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools are failing to reach many students, particularly children of color and poverty. Schools must change to meet the needs of 21st century students. Without teachers' openness to change, effective educational reform win fail. Schools of education must prepare the next generation of teachers to be change agents who will implement school reform to meet the significantly different requirements of 21st century students. This study examined how one graduate teacher education program prepared teachers to be teacher change agents. The construct of teacher change agent incorporates research on successful school reform. In order for teachers to function as change agents they must (a) be competent, (b) be lifelong learners, and (c) have a sense of agency. A triangulation mixed-method design was used to examine a teacher education program's development of teacher change agents from various angles. The quantitative component of the study entailed the comparison of data from a scale administered at four different stages of teacher development. Graduates self-reported their frequencies of behaviors reflective of teachers open to change. The study's qualitative component included the examination of six professional portfolios, interviews with the portfolio's authors, and written responses to open-ended survey questions from a pool of 282 participants. Findings showed that all participants reported at least moderate levels of behaviors reflective of teacher change agents. Each of the interviewees reflected all dimensions of teacher change agents. In the larger sample, areas of strength included caring for students' emotional and academic well-being, and reflecting on one's practice. Participants reported the most beneficial elements of their preservice experience to be the extensive fieldwork and the collaborative cohort model. The cohort model and working with inspiring professors who modeled deep caring for students helped sustain participants' passion for teaching. Areas of weakness included teachers' willing to give students voice, embracing ideas of colleagues and families, and using community resources to enhance their teaching. These areas need to be developed more fully in the preservice program.

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Rowell, Samuel S. „Career-Focused Course Sequencing and Retention to Graduation in a Tennessee Community College“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2542.

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The purpose of this study was to identify course sequencing associated with Industrial Technology Associate of Applied Science students who persisted to graduation at Northeast State Community College (NSCC) in Blountville, TN. The participants in this study were first-time full-time freshman Advanced Technology students whose 3-year program of study at NSCC happened during the years of 2009-2012, 2010-2013, and 2011-2014. Participants were divided into 2 groups, students who graduated (completers) and students who did not graduate (noncompleters). The researcher examined student persistence to graduation. Data for this study were obtained from the college’s information database. The predictive variables used included whether a required learning support reading course was taken during semester 1, whether a required learning support writing course was taken during semester 1, the percentage of technical courses taken during semester 1, the percentage of technical courses taken during semester 2, the percentage of general-education courses taken during semester 1, and the percentage of general-education courses taken during semester 2. This study was conducted using quantitative methods to determine course sequencing and relationships among course scheduling characteristics that may affect student retention and persistence to graduation. Data were analyzed using Chi Square tests of independence (2-way contingency tables) to determine whether there was a significant association among variables. The study data were used to analyze the relationship between the ratios of courses taken in either career-focused or general-education courses during the first 2 semesters of attendance. The hours taken value in each category was divided by the total hours attempted during the semester value. The data were coded as nominal data into 5 categories, 0%-20%, 21%-40%, 41%-60%, 61%-80%, and 81%-100%. A Chi Square test of independence was used for the analysis of all questions to determine significance. All questions were analyzed at the .05 level of significance. The analysis indicated that students requiring at least 1 learning support course experienced a negative effect and were less likely to graduate from the program in 3 years. The percent of career-focused courses taken during the second semester were significantly related to graduation in 3 years. There was a negative effect on graduation in 3 years for students who enrolled in 40% or less career-focused courses and a positive effect for students who enrolled in 60% or more career-focused courses during the second semester.

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Root, Scott. „Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments“. Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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Glover, Eric S. „The Myth of Accountability: What Don't We Know?“ Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1610487001.

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Leading, teaching, and learning for a new age -- One individual's evolution -- Toward wisdom -- Limiting knowledge limits future -- A different patriotism -- Now is not real -- Seek wisdom: lead inquiry -- Constructing self, constructing organization -- Choosing to learn.
https://dc.etsu.edu/etsu_books/1045/thumbnail.jpg

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Govett, A., Bill J. Garris, Renee Rice Moran, Ryan A. Nivens und Alison L. Barton. „Summer Research Assignments Report“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4737.

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37

Fernandez, J., Pamela Cromie, D. Harley-McClaskey, A. Horton, E. L. Preswood, Laura Robertson und A. Shaw. „Students Leading the Way: Our Journey Toward Building a Leadership Culture“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/772.

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38

Kohler, Francis M. „Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.

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39

Fails, Carol. „The achievement gap and the role of Black community church leaders“. Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632952.

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40

Robertson, Laura, Chih-Che Tai, Renee Rice Moran, LaShay Jennings, Kari Eubanks und S. Honeycutt. „Photosynthesis: An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3444.

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41

O'Dell, Stephanie K. „Design thinking for the development of formal operations: A team-based middle school design curriculum“. VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4255.

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In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities for adaptations through experiential learning? In this thesis, I propose a team-based design curriculum for middle school students, which follows a trajectory of concrete to abstract challenges, complementing the natural cognitive transition of this age.

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Martin, Staci BokHee. „Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4236.

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An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society.

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Hurwitz, R., Renee Rice Moran, LaShay Jennings und Laura Robertson. „Making edTPA Our Own“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/775.

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44

Lovejoy, Cherrie. „Literacy Instruction in Three Preschool Programs: A Multiple Case Study“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1156.

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Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher--child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.

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Avery, Linda Diane. „Teacher efficacy and behavior: their relationship and impact on student learning“. W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618728.

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The purposes of this study were to explore the relationships between teacher efficacy and changes in teacher behavior and student learning espoused by the standards-based reform movement and to examine the impact of a curriculum innovation on student learning and teacher efficacy The study was designed to target sophisticated pedagogical behavior associated with setting high learner expectations.;The context for the research was a federally funded project to develop and implement model lessons in elementary social studies in an urban setting. The sample was comprised of 25 experimental and 17 comparison teachers. Instrumentation included two measures of teacher efficacy, two measures of teacher behavior, and three measures of student earning.;Findings in regard to teacher efficacy were very limited. A factor analysis of the Social Studies Teacher Efficacy Scale uncovered a third factor dealing with lack of impact with difficult students that appeared to be distinct from perceptions of general efficacy, but this adapted instrument Only accounted for 41% of the valiance. No correlations between measures of teacher efficacy and total teacher behaviors on the observation instruments were detected, although inconsistent correlations occurred with some of the sub-categories. Weak to mild negative correlations were found between two of the sub-scales of the subject-specific efficacy measure and two of the measures of student learning. Pre- and post-test scores on efficacy did not change.;Findings in regard to the curriculum innovation were more promising. Both teachers and external observers reported a significant increase (p < .01) in total behaviors and on four subcategories related to educational reform expectations. Teachers self-reported higher levels of behaviors than observers. Significant gains (p < .01) on all three measures of student learning accrued, but no differences emerged between groups. An examination of the performance of gifted, high, middle, and low achievement students from the experimental sample only showed differences by group and measure.;The study confirmed that the measurement of teacher efficacy is complex and current instrumentation weak. There was evidence that certain dimensions of the construct may be related to specific categories of teacher behavior dealing with reform expectations, but no clear pattern emerged. Although them was tentative evidence that teacher behaviors were positively impacted by the introduction of the new curriculum, these changes appeared too shallow to affect student learning. In spite of incorporating key features from the change literature into the project design, many teachers had difficulty applying these lessons in the classroom and the overall implementation during the pilot phase was limited.

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Napolitano, Amanda. „Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education“. Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.

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This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field of higher education reviewed and approved the interview protocol. The research study and data analysis were conducted in the Spring Semester of 2017. The researcher employed semi-structured interviews that were guided by ten protocol questions. Transcription accuracy, credibility, and trustworthiness were established through diligent adherence to university protocols. The collected data revealed themes that supported the researchers’ understanding of graduate students’ perception of engagement and experiences in face-to-face, online, and blended classroom settings. The qualitative research study provides in-depth insight for future enrollees and program development. The selected institution’s IRB and Nova Southeastern University’s IRB granted permission to conduct the study. A phenomenological approach was used to maximize exploration of graduate students’ perception of engagement and experiences in face-to-face, online, and blended graduate level classroom settings. Ten protocol questions guided the semi-structured interviews. Subsequent to the scheduled 60-minute interviews, Interpretative Phenomenological Analysis (IPA) was used to describe the meaning of several individuals’ perceptions. The most prevalent theme that emerged was a lack of meaningful social interaction, or student engagement, in online formats. Once the data had been analyzed, recommendations for future research were provided to support the needs of a graduate student population on university campuses.

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Sayers, Jerry Alan. „Career and Technical Education (CTE) and High School Student Success in Tennessee“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2479.

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The purpose of this quantitative study was to examine the relationship between participation in CTE programs and students’ graduation rates and rates of CTE students’ entrance into postsecondary education or employment after graduation. Possible differences between students’ enrollment in urban and rural school districts and their graduation, participation, and secondary placement rates were also considered. Publicly available data on high school students in the state of Tennessee were analyzed to compare the graduation rates of CTE participants with the graduation rates of non-CTE participants in the state as a whole and in nine selected urban school districts and nine selected rural school districts for the school years 2009-2010, 2010- 2011, and 2011-2012. Research cited in this study indicated that CTE participation could increase students' graduation rates. Some research also indicated that rural students were more likely to complete CTE concentrations than urban students and that other differences might exist in the CTE experiences of urban and rural students. Six research questions were created and their null hypotheses tested with a series of z-tests. Analysis of publicly available data for the selected school systems and for the state as a whole found slightly higher rates of graduation among CTE concentrators than among non-concentrators and higher rates of CTE participation among rural than urban high school students, but these differences were not statistically significant. Differences between urban and rural schools systems' graduation rates and their rates of postsecondary placement of CTE concentrators in education, the military, or employment were also found to be statistically insignificant.

48

Muelle, Christina More. „The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families“. FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/229.

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Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children’s prekindergarten social and emotional development and their academic success. Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N=1,978). Several hierarchical regressions were run to determine the relationship between children’s social and emotional development, during their prekindergarten year using the DECA (Devereaux Early Childhood Assessment), and the their academic success, as measured by kindergarten through third grade end of the year reading and mathematics academic grades, second grade SAT (Stanford Achievement Test) scores, and third grade FCAT (Florida Comprehensive Assessment Test) and NRT (Norm Referenced Test) scores. Hierarchical regressions were conducted for each grade and subject in order to control for demographics and prior achievement. The results of this study revealed that for Hispanic children from low-income families, the best predictor for academic success was the children’s prior academic achievement. Social and emotional development showed no significant predictive value for the third grade criterion variables as well as end of the year academic grades in second grade and kindergarten reading. Evidence did suggest that for first grade end of the year academic grades and kindergarten math, social and emotional development had a small predictive value. Further research must be conducted as to why social and emotional development, after controlling for demographics and previous academic achievement, bears such a small predictive value when it is clear that many professionals feel it is the most important factor for school readiness.

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Jones, Gail M., Laura Robertson, Grant E. Gardner, Sharon Dotger und Margaret R. Blanchard. „Differential Use of Elementary Science Kits“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/763.

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The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.

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Govett, A., und Laura Robertson. „Why STEM? Why Mentorship? Why Million Women Mentors?“ Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/783.

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Dissertationen zum Thema „Education, Leadership|Education, Educational Psychology|Education, Curriculum and Instruction“

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