3543 research outputs found
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Academic Achievement and Development of Self-Efficacy of At-Risk girls Through Mentoring Programs
No full textAt-risk girls of color face a variety of challenges; even more when they are in an urban setting. Girls must gain the tools necessary to transition effectively into adulthood. The purpose of this qualitative case study was to examine the effect participating in a mentoring program had on the academic achievement and self-efficacy of girls of color in an urban setting who have been identified as at-risk. The primary focus of the study was academic achievement and self-efficacy. These two traits have been identified as essential to the successful transition into adulthood. The population of this study is girls of color who have been identified as at risk, live in an urban setting, and graduated from The Girl mentoring program, as well as women who served as mentors in the program over a 5-year period. Purposive sampling was utilized to solicit participants for the study. Graduates and mentors participated in semi structured interviews. Additionally, the mentors participated in an anonymous survey. There were three themes that emerged from the interviews and questionnaire. The implications and recommendations for future studies on this topic included in this study
A Multiple Case Study Exploring Communities of Practice Led by Rural Secondary School Science Teachers to Overcome Community Isolation in a Research-Science, Dually-Enrolled, Program of Studies
No full textThis multiple case study focused on a research science dually-enrolled program of study and the unique challenges rural school educators face due to a lack of human and social capital. Some geographically-isolated rural secondary schools strategically use dual-enrollment programs to develop stronger social capital networks and communities of practice. Participants included five science research educators from rural, geographically-isolated secondary schools. Each case was examined individually, which allowed the researcher to explore the phenomenon within the context of the rural school research science teaching and learning environment. A cross-case analysis was conducted across all five cases using the inductive framework. The following research question guided this study: How do geographically-isolated rural secondary school Science Research in the High School (SRHS) educators utilize social capital and human action to establish, support, and facilitate communities of practice within their teaching and learning environment for student knowledge acquisition? This research study provided insight into the mutually beneficial roles communities and schools have in developing the social and human capital available to them in their community. By establishing partnerships through purposeful planning, community members, practitioners, and leaders can successfully work to address the student equity issues, often plaguing geographical-isolated rural schools. The results of this study reveal and communicate identified best educational practices used by SRHS educators in establishing communities of practice within their geographically isolated secondary schools. The identified need to prepare our students for a more global, technology, knowledge-driven society upon their graduation from secondary schools makes this study valuable and timely
Teachers’ Perceptions of Factors Influencing Students’ Academic Performance in Online Courses: A Case Study
No full textThe problem at the center of this study was the fact that full-time virtual students often showed less learning gains than their traditional counterparts. The purpose of the study was to explore teachers’ perceptions of internal and external factors influencing students’ academic achievement in online courses. The central research question was: what factors do teachers perceive as a significant impact on online students’ success? A qualitative method with a case study design was adopted. Data were collected through individual teacher interviews and a focus group discussion in southeastern region of the United States. The results showed five significant themes: student motivation/drive in academics, teacher support for online students, communication between stakeholders for student success, parent support of the student, and home life of the student. The implication of this study highlights the need for all stakeholders to evaluate the effectiveness of virtual coursework and redesign course framework to meet the needs of students. The recommendation for further research includes expanding the scope of the study to understand online learning’s impact on other student populations, including student populations across the United States, along with countries around the world
Teacher Perception of Inquiry-Based Teaching in Mathematics in Early Childhood
Full text linkInquiry-based instruction has been pivotal in transforming classrooms into engaging student-centered learning environments. Utilizing inquiry-based instruction in mathematics in early childhood can help build a strong foundation in mathematics. This qualitative study examined the perceptions of teachers and administrators on inquiry-based instruction in early childhood mathematics. This study was guided by three research questions. This study took place at two public schools in NYC. Data was collected through a preinterview survey and interviews. The participants included nine teachers and three administrators. During the analysis process five themes were revealed: professional development, planning and preparation, student engagement, building foundational skills, and curriculum. Many participants felt strongly about the impact of inquiry-based instruction on student engagement and building foundational skills. Some of the participants revealed an increase in student achievement when inquiry-based instruction was implemented in math class. It was also revealed that professional development is vital for teachers to be successful in implementation of inquiry-based instruction. Working together teachers and administrators believe inquiry-based instruction can have a positive impact on students’ success in mathematics. Inquiry-based instruction in early childhood mathematics can have a positive impact on student engagement and student achievement
