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Stand and Deliver: An Epistemologically-Driven Perspective of College Lecture
Get PDFCurrent pedagogical trends reveal lecture is steadily losing favor as contemporary techniques (e.g., constructivist, experiential, and flipped) gain popularity in higher education. While these techniques have merit and evidence for their use is compelling, we contend that lecture need not be abandoned entirely. With support from personal epistemological theories, as well as research on student preference, we purport that there is still a place for lecture in the modern academy. We consider students’ personal epistemological maturation during the college years; namely, the ways in which students view and construct their knowledge and beliefs. We posit that active lecture may be beneficial, given the ways in which it appears to complement students’ epistemological maturity, as well as personal preference. Finally, we conclude that efforts should be made to investigate how active lecture facilitates knowledge acquisition in particular for first and second-year students in comparison to contemporary techniques
Exploring the Relationship Between Low-Income Parents’ Perceptions of Their Participation and Students’ Lexile Levels and Attendance
Get PDFStudents who live in poverty are at a disadvantage when entering school, have a higher chance of reading below grade level, and often have high absenteeism rates. Some students who reside in poverty lack ongoing interactions with others where they can express themselves and increase their vocabulary. Many times, students who live in poverty are associated with single parent homes and a lack of resources. Parents are in survival mode; meaning parents must focus on paying the bills and keeping food on the table rather than being actively involved in their students’ education. Previous studies have provided information on how parental involvement, or lack thereof, can impact students’ reading achievement and attendance. Research has shown a connection between parental involvement, reading achievement, and attendance. The current study will explore the relationship between low-income parents’ perceptions of their school involvement and their students’ Lexile levels and attendance at a Title I middle school to ensure low-income students have the greatest chance of overcoming the implications of living in poverty. This study is unique because it investigates the perceptions of parents, rather than parent involvement as in previous studies. The researcher will use a Likert scale survey to survey low-income parents of students who attend Susie Dasher Middle School (pseudonym)
The Archival Advocate (Fall 2021)
Get PDFInside this issue: Fontaine Library Letter from Directory Ledger Enquirer Archives Congressional Papers of Jack Brinkley Honor Roll of Donors Found in the Archives Rare book Cornerhttps://csuepress.columbusstate.edu/archives_newsletters/1005/thumbnail.jp
A Quantitative Analysis of the Relationship Between Teacher Mindset, Student Mindset, and Student Achievement in Reading among K-8 Students
Get PDFEducators face a challenge, specifically related to the development of non-cognitive skills, mindset, and student achievement. Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset. The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment
Teacher Perceptions of Teaching Science Using the 5E Instructional Model
Get PDFChanges made to science education on the national level caused many changes for state education systems. In the state of Georgia, science education instructional leaders also saw the need for a change in the way science needed to be taught to students. Due to the need to improve science teaching and learning and to increase interest in the STEM fields, Georgia Standards of Excellence for Science were released in 2016. Science teachers were required to shift their instructional practices to teach science as a practice by engaging students in specific tasks aligned to science and engineering practices. This study focused on the perceptions of middle and high school science teachers about the implementation of the 5E Instructional Model in science education. Perceptions conceptual frameworks were used in a cohesive approach to understand the experiences middle and high school science teachers had toward the implementation process of a new instructional strategy. A qualitative descriptive study was conducted to capture teachers’ perceptions of the 5E Instructional Model and its impact during their instruction. To obtain descriptive data, virtual semi-structured interviews were conducted. Purposive sampling was used to recruit eight middle and high school science teachers. Interviews were transcribed and coded, then findings were organized into themes. Three major themes derived from the descriptive data were: (1) Provided Structure to the Teaching and Learning Process; (2) Required More Time to Develop and Implement Lessons; (3) Provided Student Centered and Hands-On Instruction. The researcher discussed the implications of the study, disseminated the findings, and provided recommendations for future studies
University students\u27 conceptual understanding of microscopic models of electrical and thermal conduction in solids
No full textTeaching the concepts of electrical and thermal transport in solids begins in elementary school through simple macroscopic models and progressively develops to microscopic quantum models within specialized university courses. Educational research has pointed to a number of misconceptions in this field, especially when it comes to understanding related phenomena at the microscopic level. This study aimed to design an appropriate open-ended version of the concept inventory to test the level of students\u27 understanding of microscopic models of electrical and thermal conduction in solids (METCS). The METCS concept inventory consists of 27 open-ended questions that examine the understanding of different and interrelated concepts. We used it as a tool for conducting interviews on a sample of ten students from the universities of Rijeka and Split (Croatia). The results of our research confirmed some previously discovered students\u27 misconceptions and revealed a wide range of new ones. These results can be used to stimulate student discussions and to design curricula and lecture plans for more efficient teaching of transport phenomena in solids. The obtained spectrum of misconceptions will serve as a reference tool for the development of a multiple-choice conceptual METCS test to allow research on larger sample
Complementary policies for multidimensional problems: Does the low-income housing tax credit complement homeless services in the USA?
No full textGovernments use multiple policies targeting different severities of housing insecurity to address multidimensional urban problems such as homelessness, where poverty and unaffordable housing intertwine with many causes and contexts. Previous studies have focused on the determinants of housing insecurity or using affordable housing alone but not on how using multiple policies jointly reduces homelessness. We explore if affordable housing created by the low-income housing tax credit (LIHTC) complements homeless services through the housing security network in decreasing homelessness in communities. Utilising a first-differenced model with panel data from 2007 to 2015, results indicate that LIHTC unit developments complement homeless services in moderately reducing homelessness when both policies are used relative to only using homeless services. Studying multiple policies addressing homelessness creates a useful application of theory on complementary policies to see how affordable housing with homeless services affects homelessness at the community level
An opportunity for the tracked
No full textThe following mixed methods research describes the impact of nineteen students who were given the opportunity to take honors mathematics courses during high school after previously being tracked into grade level courses in middle school. Quantitative results showed significant increases in students’ standardized state test scores when moved to the upper high school mathematical track. Quantitative results also indicate that the inclusion of these students did not affect those previously tracked. Qualitative results provide support for school personnel in understanding the effects of teacher expectations on student outcomes. Results inform and support researchers and policy makers to reconsider beliefs about tracking
Acm sigmis cpr panel report: Should information systems professors be more techno-savvy than students? (and what would that mean for teaching in times of the covid-19 crisis?)
No full textRapid advances in information and communication technologies present a challenge to information systems (IS) professors. Not only do these advances frequently make course materials out of date, but also IS professors may struggle to stay current with popular technology applications. In a sense, these forces lead to a paradox that students may be more techno-savvy than their professors (at least in certain areas). Furthermore, students may feel frustrated when techno-savvy professors cannot efficiently teach them in learning technologies. In this paper, we synthesize the panel titled “The Elephant in the Classroom: Do Information Systems Professors Need to be more Techno-Savvy than Students?” at the 55th ACM SIGMIS Computer and People Research Conference in Nashville, Tennessee. Thomas Ferratt, Michael Gallivan, Yaojie Li, Thomas Stafford, Mary Sumner, and Crag Van Slyke served as panelists. We use their discussion to develop techno-savviness as a construct in the IS education context and to describe distinct types of techno-savviness