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Journal of Educational Research and Practice
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2167-8693
Published by Walden University Homepage  [5 journals]
  • Differentiated Reading Instruction With Technology for Advanced Middle
           School Students’ Reading Achievement

    • Authors: Clarissa Haymon et al.
      Abstract: Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120 advanced Grade 6–8 students were compared pre- and postimplementation of Achieve 3000. A paired-samples t test examining the overall effect of the intervention indicated that students’ posttest LevelSet Lexile reading scores were significantly higher than their pretest scores. A mixed-design analysis of variance was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (Grades 6–8) on students’ LevelSet Lexile reading scores. A significant main effect of grade level and a significant time by grade interaction were present with Grade 6 advanced learners showing significantly greater increases in LevelSet Lexile reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program was effective for meeting the specialized differentiated instructional needs of advanced learners in reading. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.
      PubDate: Fri, 08 May 2020 06:11:25 PDT
  • Teacher Perceptions and Implementation of a Content-Area Literacy
           Professional Development Program

    • Authors: Osha Lynette Smith et al.
      Abstract: The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.
      PubDate: Fri, 08 May 2020 06:11:14 PDT
  • Discipline Policies and Preschool Special Education Students'
           Personal-Social Skills

    • Authors: Amanda L. Tamagni et al.
      Abstract: Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students’ personal–social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students’ BDI-2 scores. The personal–social skills for students in Title I and non-Title I schools (n = 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.
      PubDate: Fri, 17 Apr 2020 09:16:37 PDT
  • Mentoring Secondary Novice Teachers to Develop Academic Language of
           English Language Learners

    • Authors: Susan O'Hara et al.
      Abstract: This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers’ understanding and practices to support ELL students’ academic language development. Limitations of the study include sample size and use of varied respondent data sets.
      PubDate: Fri, 27 Mar 2020 06:06:22 PDT
  • PreK–5 Teacher Views of Professional Development Integrating Common Core
           Language Arts With Science and Social Studies

    • Authors: Janie Hubbard et al.
      Abstract: Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, this study offers researched insights.Collectively, research from various locations and school cultures benefits those needing to structure realistic professional development designs.
      PubDate: Mon, 09 Mar 2020 11:46:38 PDT
  • Experiences of Girls and Mentors With an Urban Kenyan Afterschool Support

    • Authors: Benta A. Abuya et al.
      Abstract: This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from a qualitative component of the midterm survey collected in May 2014 using in-depth interviews and focus group discussions. The results show improvements in the English and math courses in which support with homework was given; girls were motivated to stay in school and had a higher aspiration for school. However, challenges remained, as some parents did not provide adequate support to their daughters. Overall, the program highlights the role of other significant players and reinforces the out-of-school mentor support for girls’ success in school.
      PubDate: Mon, 09 Dec 2019 08:52:04 PST
  • Environmental Explorations: Integrating Project-Based Learning and Civic
           Engagement Through an Afterschool Program

    • Authors: Rachel Farmer et al.
      Abstract: This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club' How can critical math and literacy skills be integrated with community engagement' How did the experience in the club influence students’ beliefs about math and literacy' During Community Super Investigators Club, participating second- and third-grade students chose the topic of improving the environment for animals. Students learned about the following topics: reducing waste and recycling, the amount of trash produced around the world, using recyclable items to build bird feeders, and how trash in the oceans affects animals. Researchers interviewed and surveyed students. Students reported that they could make a positive impact in their community by not littering, reusing materials to minimize waste, and turning off the water while brushing their teeth. As a final project, students selected an outlet or person (e.g. newspaper, governor) to write a postcard to voice their concerns about the environment by including at least one fact and one proposed solution. Implications for practice are integrated into the findings and discussion.
      PubDate: Mon, 11 Nov 2019 11:21:48 PST
  • Building a STEM Mentoring Program in an Economically Disadvantaged Rural

    • Authors: Seema Rivera et al.
      Abstract: Rural, economically disadvantaged communities face a bigger challenge than urban communities in recruiting and retaining high school (HS) students in science, technology, engineering, and mathematics (STEM) because many of these students do not have access to high-quality STEM opportunities. In this article, we describe a mentoring program we developed as part of a larger New York State education grant. This program was implemented in a rural community to connect undergraduate STEM students with HS students to increase HS students’ interest in these fields. In this program, HS students visited colleges, explored their interests in STEM, and learned about opportunities available to them in college and beyond. Here, we share the challenges and the successful strategies in implementing a mentoring program in a rural, economically disadvantaged region. The ideas described in the article were designed so other educators can gain insight on how to set up successful mentoring programs to attract and retain students in the STEM pipeline.
      PubDate: Tue, 05 Nov 2019 13:18:26 PST
  • Why Is This First' Understanding and Analyzing Internet Search Results

    • Authors: Chris D. Ham
      Abstract: Primarily due to their convenience, online search engines such as Google and Bing are becoming a central location for obtaining information. As a result, societies give search engines tremendous control over the spread of information to the public. Through a high-school-level sample lesson plan, the article was written to promote dialogue with teachers on the importance of teaching the intricacies of search engines. The sample lesson plan begins with fundamental knowledge on the functionality of search engines with emphasis on algorithms. With this instruction, students can understand not only search engines, but also their manipulation potential, which leads to ramifications. Using the manipulation potential as a catalyst, many societal concerns are raised, such as spread of misinformation, oppression of certain groups, and impact on behavior. Through this instruction and dialogue, practitioners will have a resource to integrate search engines into their curriculum in response to this new concern.
      PubDate: Fri, 01 Nov 2019 13:41:50 PDT
  • Exploring the Relationships Between High School Course Enrollment,
           Achievement, and First-Semester College GPA

    • Authors: Jeffrey M. Warren et al.
      Abstract: This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.
      PubDate: Thu, 31 Oct 2019 10:01:57 PDT
  • Exploring Puerto Rican Preservice Teachers’ Resilience: A Focus
           Group Study

    • Authors: Yitza A. Arcelay-Rojas
      Abstract: This study explored the experiences of 10 Puerto Rican middle and high school preservice teachers at the end of their student teaching experience. The qualitative design, using the focus group technique, provided insight into the phenomenon of teachers’ resilience. The analysis incorporated the main constructs of resilience-building proposed by Jordan’s model of relational resilience: mutuality, empowerment, and development of courage. This study reinforced the notion of the importance of promoting supportive relationships with mentors and students. These relationships empowered teachers and helped them become more skilled in their profession. Addressing more aspects of resilience-building including before, during, and after their student teaching field experience could benefit preservice teachers in thriving in the profession induction process.
      PubDate: Wed, 30 Oct 2019 10:22:37 PDT
  • How Generation Z College Students Prefer to Learn: A Comparison of U.S.
           and Brazil Students

    • Authors: Corey Seemiller et al.
      Abstract: The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.
      PubDate: Tue, 29 Oct 2019 10:27:34 PDT
  • Prejudice Reduction in Public Schools: A Dialogic Approach

    • Authors: Maru Gonzalez et al.
      Abstract: Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.
      PubDate: Tue, 29 Oct 2019 10:27:16 PDT
  • Fostering Motivation When Virtually Mentoring Online Doctoral Students

    • Authors: Crissie Jameson et al.
      Abstract: Online learning in higher education has become commonplace as more working adults and nontraditional aged students return to pursue advanced degrees. Graduate education, specifically, has grown in recent years (Allen & Seaman, 2014), including doctoral degrees. Pursuing a doctoral degree requires writing a culminating paper (e.g., dissertation, doctoral study, capstone study). Writing and conducting such a study requires support and mentorship from faculty of the program. Establishing a positive relationship in which the student feels supported by the mentor is crucial to encourage dialogue and motivation throughout the process. In this case study, online doctoral students’ perceptions of autonomy, competence, and relatedness were investigated, along with how these connections with their dissertation chair influenced students’ motivation to make progress. Results show that feelings of relatedness were crucial to the students’ motivation to continue in the doctoral study and dissertation process. Also, internal locus of control motivated students to complete their doctoral study and dissertation.
      PubDate: Fri, 25 Oct 2019 11:28:19 PDT
  • Effect of Student Teams-Achievement Divisions and Think–Pair–Share on
           Students’ Interest in Reading Comprehension

    • Authors: Eucharia Okwudilichukwu Ugwu
      Abstract: The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of covariance was used to test the hypothesis. The results showed significant main effect of treatment on students’ interest in reading comprehension, F(1,51) = 3.743, p < .05. Students exposed to Student Teams-Achievement Divisions program performed better than those in the control group. Furthermore, Think–Pair–Share has significant effect on students’ interest in reading comprehension, F(1,51) = 18.018, p < .05). Thus, cooperative learning has shown to be effective in improving students’ interest in reading comprehension.
      PubDate: Tue, 15 Oct 2019 18:36:50 PDT
  • Instructional Design and Strategies for Multicultural Education: A
           Qualitative Case Study

    • Authors: Shamila Janakiraman et al.
      Abstract: With more people moving abroad for education and work, many countries are becoming multicultural in population. Hence, developing multicultural attitudes is becoming imperative to prevent negative thoughts and feelings toward minorities that may translate into discriminatory behaviors toward them. One way to ensure this is through multicultural education. The aim of multicultural education is to ensure that students from diverse racial, ethnic, and social-class groups will experience educational equality. This qualitative case study analyzes the course design and instructional strategies implemented by a professor in a multicultural education course offered in a U.S. university. We have examined how the professor taught about multicultural education, ensured educational equality in her class, and also successfully produced multicultural attitudes among her students.
      PubDate: Tue, 15 Oct 2019 13:50:08 PDT
  • Successful Instructional Reading Practices for African American Male
           Third-Grade Students

    • Authors: Kimberly D. Whaley et al.
      Abstract: African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders a deeper understanding of effective instructional reading strategies and practices for African American boys at the elementary level.
      PubDate: Fri, 11 Oct 2019 21:02:51 PDT
  • Exploring Ways to Support Preservice Teachers’ Use of UDL in
           Planning and Instruction

    • Authors: K. Alisa Lowrey et al.
      Abstract: There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.
      PubDate: Thu, 10 Oct 2019 13:37:16 PDT
  • Conflict in the Multicultural Counseling Classroom: Counselor
           Educators’ Experiences

    • Authors: Marsha J. Milan et al.
      Abstract: We gathered data from counselor educators to study their experiences with emotionally charged exchanges while teaching multicultural counseling. We then used descriptive phenomenology and an ecological systems framework to reveal the emotions counselor educators experienced and the outcomes of the exchanges. We discuss the implications of our findings for counselor preparation programs and educators.
      PubDate: Wed, 02 Oct 2019 09:31:57 PDT
  • Overcoming Second-Order Barriers to Technology Integration in K–5

    • Authors: Lisa Durff et al.
      Abstract: The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that a team approach among administrators, technology support personnel, and teachers resulted in the strongest technology integration. Successful strategies included providing appropriate professional development, building collegial support and sharing among teachers, training teachers to locate relevant technological resources, and establishing value and support for the use of technology for learning.
      PubDate: Thu, 26 Sep 2019 08:57:42 PDT
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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