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A Descriptive Study of High School Mathematics Teachers’ Perceptions of Flipped-Mastery Learning in a High School Math Class
No full textIn this study the researcher examines high school mathematics teachers’ perceptions of flipped-mastery models as an instructional strategy. The researcher investigated how high school mathematics teachers perceive the instructional practices of flipped-mastery models and their ability to increase rigor in accordance with the Common Core State Standards. While extensive research exists on the flipped classroom as an instructional strategy, to date, limited research has been conducted on flipped-mastery models. Using a sample of 26 high school mathematics teachers, with experience using both a flipped-mastery model and a traditional direct instruction/homework model, data was collected via an anonymous online survey. The findings from the research show that high school mathematics teachers think favorably of flipped-mastery models as an instructional strategy. A large majority of research participants indicated they would recommend a flipped-mastery model to a colleague. In this study, the researcher found no differences in high school mathematics teachers’ perceptions of instructional practices and rigor based on gender and teaching experience. Research participants provided insight into the effectiveness and limitations of flipped-mastery models. Themes of pace/time, student ownership of learning, differentiation, and demonstrated mastery emerged as advantages of flipped-mastery learning systems. Increased planning, lack of student motivation/participation, technology access, and wide gaps in student learning emerged as themes detailing the disadvantages of flipped-mastery learning systems
The Effects of the Acquisition of Digital Badges on Second Grade Literacy
No full textSchool leaders are continuously searching for innovative educational practices such as the use of digital badges to curtail illiteracy. Digital badges are electronic representations of academic achievements that offer a more cohesive and comprehensive account of learning. The purpose of this quantitative quasi-experimental research study was to determine the impact of digital badge acquisition on reading level growth of second grade students in a K-2, Title I, rural, public elementary school in the southeastern United States. The results revealed that the elementary students who earned digital badges (experiential group) for reading outperformed the students who did not earn badges (comparative group). Consequently, the null hypothesis which stated that there would be no difference between the reading level growth of the experiential and comparative group was rejected. The acquirement of digital badges impacted reading achievement. The digital badge program led to increased learner motivation with reading activities, which may have led to higher reading achievement. The results of the study may increase the use of digital badges in elementary classroom settings promoting reading instruction
The Effect of Game-Based Learning on Title 1 Elementary Students\u27 Math Achievement
No full textThe purpose of this quasi-experimental study was to investigate game-based learning, using a computer game system as a supplementary tool in math for elementary students in a low-income Title 1 school. The research question asked, “What are the effects of a game-based learning supplemental instruction on math achievement of Title 1 students?” The null hypothesis was rejected for all five hypotheses. Dreambox is a research-based computer game system that is aligned according to various curricula needs to meet the fourth-grade standards. Four fourth-grade classes, two classes each, were divided into a comparative group and an experiential group. Both the groups were administered the Test of Mathematical Ability-3 pretest. The experiential group received treatment via a computer game system for a seven-week period; whereas, the comparative group received instructions through traditional approaches. Both the groups were given Test of Mathematical Ability-3 as a pre- and post-test. They were tested in (a) mathematical symbols and concepts, (b) math computation, (c) math in everyday life, and (d) math word problem-solving. The independent t-test was used to compare the mean of the pre- and post-test scores of the groups on the afore-mentioned four subtests. The results indicated the experiential group exceeded the comparative group in all four areas: (a) Recognizing mathematical symbols, Subtest 1, experiential group: M = 3.20, SD = 2.02; comparative group: M = .60, SD = 2.79); (b) math computation, Subtest 2, experiential group: M = 3.58, SD = 2.30; comparative group: M = 1.70, SD = 1.87); (c) math in everyday life, Subtest 3, experiential group: M = 3.73, SD = 1.83; comparative group: M = .95, SD = 3.15); and (d) math word problem-solving, Subtest 4: experiential group: M = 3.68, SD = 1.85; comparative group: M = 1.40, SD = 6.42). The difference in improvement between the comparative group and experiential group demonstrated that game-based learning had the potential to benefit students academically. In addition, game-based treatment helped students in the experiential group to develop a positive attitude toward math. Utilizing game instruction as a supplement proves advantageous and helps to promote learning and positive attitudes for students of math
Using Design Thinking in Mathematics for Middle School Students: A Multiple Case Study of Teacher Perspectives
No full textThis multiple case study focused on the perception of teachers implementing a problem solving strategy called design thinking to help students master the Common Core Standards in Mathematics specifically in middle school classrooms. The analysis of the data provided evidence that teachers saw Design thinking as a strategy in which students were able to master math concepts. Participants participated in semi-constructed interviews then provided digital portfolios as artifacts. The digital portfolios contained two lesson plans along with pre and post-lesson reflections. The artifacts and interview data were coded for main themes. The themes included critical thinking, failure, communication, collaboration, and real-world problems. These themes were correlated with a definition of mastery to show that the majority of the teachers did perceive that using design thinking did help students master mathematical standard
Relationship Between Use of Collaborative Testing and Nursing Student Success
No full textCollaborative testing allows students to work together on a test, discussing answer options and coming to consensus on the best response. Research has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, schools of nursing continue to use traditional individual testing and high-stakes testing in order to prepare graduates to take the National Council Licensure Exam for Registered Nurses. This causal comparative study used existing gradebook data to explore the relationship between the use of collaborative testing and nursing student success. A positive relationship was found between collaborative testing and course success, without disproportionately increasing grades of lower performing students. Licensure exam pass rates for students who passed a course due to collaborative testing points were equivalent to those of students who passed the course regardless of collaborative testing. This study provides important information for nurse educators who would like to use testing as a learning tool
An Action Research Investigation into an Early Childhood Digital, Storytelling-Based Solution
No full textThe development of literacy skills prior to the classroom has been established as essential for future school and life successes. However, the present achievement gap between lower-socioeconomic neighborhoods and their higher-income counterparts illustrate vast dissimilarities in early childhood provisions for quality reading materials and instructional aides. In an effort to bridge the educational breach, a collaborative, storytelling-based program entitled Kid Forward was introduced to five nationwide families as a means of assistance for early childhood literacy development. Through the use of demographic surveys, interviews completed before and after the program implementation, and exit surveys, the action research study examined early childhood home-based literacy activities performed and the effects of Kid Forward on literacy learning in the home. The results of the investigation found that the primary element of Kid Forward, story creation, built confidence and skills in creativity, language development, and conversation; traits necessary for fruitful progression from kindergarten to adulthood
A Case Study: How Freshman Teachers Perceive Grade Inflation at a Southeast High School
No full textThere exists a lack of communication among teachers about grade inflation. The problem is teachers do not understand the consequences of grade inflation. This instrumental case study is important because without meaningful grading, students are less prepared to function in today’s society and teachers are subject to high levels of scrutiny and criticism from all stakeholders involved. The purpose of this instrumental case study is to explore how freshmen teachers perceive grade inflation within a southeast high school. The three main research questions involve how freshmen teachers perceive grade inflation, why freshmen teachers should discuss grade inflation, and what shared experiences do freshmen teachers have about grade inflation. The data triangulation in this instrumental case study involves a qualitative Qualtrics survey administered to all 12 teacher participants, a one-on-one interview with seven out of 12 teacher participants, and a focus group session with the remaining 5 out of 12 teacher participants. Based on the Qualtrics survey, 11 out of 12 teachers in this instrumental case study inflate their grades. The majority of teachers in this instrumental case study express pressure from both administration and coaches to inflate grades when students are not meeting the requirements of passing a class on their own merits. After analyzing the Qualtrics survey data, how students perform in their classes is not an indicator of how they will perform on their state standardized exams. In an ever-changing, global community, we cannot ignore teacher perceptions of grade inflation. These teacher perceptions are critical to our system of educating students
Perceptions of Educators Regarding the Impact Nonprofits have on Academically Unacceptable Schools in an Urban Louisiana Community: A Case Study
No full textThis qualitative case study explored the perceptions of educators regarding the impact nonprofit sanctioned programs and services have on schools rated as failing, or academically unacceptable by the Louisiana Department of Education during the 2014-2015, 2015-2016, and 2016-2017 school years. The schools represented in this study are in an urban Louisiana community, serving grades K-8. Each of the schools represented in this study partnered with at least four nonprofit agencies that provide services in after school enrichment, community learning centers, fight diversion programs for students, mini grant programs for teachers, and sex respect/teenage pregnancy prevention for middle school campuses. This study is rooted in a conceptual framework that encompasses nonprofit organizations, education reform, and transformational leadership. The research questions that guided this study consisted of determining how educators perceived the impact the aforementioned programs and services have on annual school performance, culture, and climate. Twelve educators participated in individual interviews, two focus group discussions that were separated for elementary and middle school teachers, and surveys. The findings from this study indicated that based on their responses, educator participants were able to adequately identify the impact nonprofits have on the performance, culture, and climate of academically unacceptable schools in an urban Louisiana community
Interprofessional Education: How Curriculum Influences and Develops Future Healthcare Professionals
No full textThe value of higher education is a topic of great consideration and discussion, not only for current and future students, but also for legislators, educators, and employers. A college degree is more than a pathway toward advanced knowledge in a given subject; it is a component of a larger outcome beyond a diploma, it\u27s a job. While the scale of employment opportunities appears to rise for those with a college degree, it is not enough to guarantee security for new graduates, no matter their topic of study. More than a competency in the field of study is required to prove value as a potential employee for these new graduates. The healthcare industry, for example, requires skills beyond the concepts of care delivery. The industry looks for skills sets which may or may not be a part of a college curriculum; critical thinking, problem-solving, teamwork capacity, desire for ongoing learning, communication and leadership proficiency (North & Shriver, 2016). This qualitative case study utilized semi-structured interviews to investigate the perceived readiness of new graduates turned employees from health science professional programs of study at the undergraduate level with insight and perspectives of employers and educators. Curricular design and job expectation assessment was the foci of consideration with the survey analysis from individuals within the educator, graduate, and employer groups; creating a comparative look at preparedness in the areas of critical thinking, problem-solving, communication and leadership proficiency. The results of this study provides connectivity which reaches into the foundation of interprofessional education
Determining Impact of Appreciative Inquiry: A Case Study
No full textThis qualitative study was an exploratory, single-case study from the perspectives of Appreciative Inquiry [AI] practitioners that explored how they determined the impact of an Inquiry. Through AI worldwide, the common call to action has been for empirical, critical analysis of the theory and practices of AI (Bushe, 1998; Bushe & Marshak, 2011, 2014, 2015; Clarke, n.d.; Conklin, 2009; Grant & Humphries, 2006; Hart, Conklin, & Allen, 2008; Kessler, 2013; Tartell & Vogel, 2017; Willoughby & Tosey, 2007). Bushe and Marshak (2013) stated a lack of unifying theory of change being offered and “a rather large gulf between academics who study change from narrative and interpretive premises and Organization Development (OD) practitioners who use dialogical methods” (p. 362). In response to the call, this study focused on AI field practices for determining impact and made a critical evaluation of whether those determinants were appropriate impacts for AI and whether they had theoretical support as a means of impact. Through iterative, ad hoc coding of the interviews and focus group discussions three key themes for impact determinants emerged from this study: Cognitive Change, Paradigm Change, and Behavioral Change. Within the data convergence, the concept of a Paradigm Fulcrum emerged as the possible pivotal point where thoughts become actions. The pivotal point concept may not only help identify the how of impact determination but also lend to the discussion of why it works. Further research will be needed to confirm or expand this initial concept