Spelling suggestions: "subject:"2012 educationization"" "subject:"2012 education.action""
71 |
STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on PedagogyZintgraff, Alfred Clifton 12 1900 (has links)
This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.
|
72 |
The Miseducation of Our Youth: A Qualitative Study Ascertaining the Lived Experiences of Urban and Appalachian StudentsHaynes, DaVonti' DeAngelo January 2021 (has links)
No description available.
|
73 |
An analysis of the relationship between teacher trust and achievement for students of Latino and White ethnicitiesBukko, Debra 01 January 2014 (has links)
As educational leaders navigate change initiatives inherent in implementing Common Core academic standards and the Local Control Funding Formula, a focus on research-based practices through which leaders mediate policy and create and support environments in which teachers trust the principal, colleagues, and clients may contribute to academic achievement. The purpose of this study was to analyze the relationship between teacher trust in the principal, in colleagues, and in the students and parents who are their clients, and academic achievement. Specifically, the association between teacher trust and the difference in achievement between students of Latino and White ethnicities in California schools was investigated. The school percentage of students proficient or advanced on the 2013 California Standards Test in English Language Arts and standardized scores from the Omnibus Trust Scale constituted the data sources for this research. Multiple regressions were the primary statistical tests used to analyze the data. The results showed a statistically significant relationship between school disadvantaged economic status and achievement as well as a statistically significant relationship between school disadvantaged economic status and teacher trust in clients. After controlling for disadvantaged economic status, investigation of the relationship between teacher trust and achievement revealed a statistically significant association between teacher trust in the principal, in colleagues, and in clients and school academic achievement. When examining the relationship between teacher trust and the difference in achievement between students of Latino and White ethnicities, no statistical significance was detected. Additional research on the difference in achievement between students of Latino and White ethnicities, using measures of teacher trust as predictor variables with a larger sample, is recommend.
|
74 |
A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options ProgramGeise, Mary Jo 18 March 2011 (has links)
No description available.
|
75 |
How Do Educational Leaders Understand Career Readiness: A Q-methodological StudyLopienski, Sarah A. 15 July 2016 (has links)
No description available.
|
76 |
Hoodies, Rainbows, Guns, & Goodbyes: An Autoethnographic Study Exploring the Experiences that Impacted One Educator’s Decision to Leave K-12 EducationAndrews, Kenzie L. 15 July 2022 (has links)
No description available.
|
77 |
Teacher Perceptions of Blended Learning to Support 21st Century LearnersHensley, Nikki 01 December 2020 (has links)
The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners.
|
78 |
Faculty Senate Minutes January 22, 2018University of Arizona Faculty Senate 06 February 2018 (has links)
This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.
|
Page generated in 0.3719 seconds