Similar Journals
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Kentucky Journal of Excellence in College Teaching and Learning
Number of Followers: 6  Open Access journalISSN (Print) 1943-7935 Published by Eastern Kentucky University  [6 journals]
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- Course Difficulty and Its Association with Student Perceptions of Teaching
and Learning--RESEARCH
Authors: Amanda Joyce
Abstract: Grade inflation has long been an issue in academia, and with this comes the concern that instructors will feel pressured to inflate grades in order to improve student evaluations of their teaching. Many historical studies have demonstrated associations between higher grades and higher teaching evaluations. The purpose of this investigation was to determine the relationship between high grades and high teaching evaluations, and their association with other indicators of course difficulty. Anonymous, end-of-semester, teaching evaluations were collected from 156 studentsin 6 sections of 3 unique courses in the Psychology department of a large Southeastern University between 2011 and 2014. Students were asked to report on various aspects of their learning experience, including their instructor’s effectiveness, the level of mutual respect in the classroom, and their expected grade in the course, among other variables. Students’ agreement with the statement, “Overall, the instructor’s teaching was effective,” positively related to their evaluation of all individual aspects of the instructor’s effectiveness (e.g., “The instructor was well-prepared”; “The instructor presented subject matter clearly”; all r’s> .433; all p’s < .001). However, student evaluations of overall instructor effectiveness showed no association with their expected grade in the course (r=.133, p= .101), nor with the number of writing assignments or exams given by the instructor (all r’s .088). The results imply that instructors need not feel pressured to reduce course demands in order to improve student evaluations.
PubDate: Mon, 05 Jun 2017 10:17:47 PDT
- Preservice Teachers’ Perceptions of Mathematics through
Drawings--RESEARCH
Authors: Adam Akerson
Abstract: Research indicates that mathematics anxiety is particularly high in pre-service teachers (Bekdemir, 2010; Gresham, 2007; Hembree, 1990). These future teachers will soon be entering classrooms of their own, responsible for teaching mathematics to young children, who need strong teachers. A 2013 report from The National Assessment of Educational Progress (NAEP), found that 42% fourth-graders performed at or above the proficient level in math (NCES, 2013. The purpose of this study was to examine elementary pre-service teacher candidates (PSTCs) perceptions of mathematics, through drawings. Drawings were analyzed before and after a semester-long field experience in a constructivist mathematics environment. The participants included 56 PSTCs with a field placement in K-5 settings. The researcher used open-coding to evaluate the pre- and post-field experience drawings. Three overarching themes emerged from the data: (1) emotions related to mathematics, (2) the mathematics environment, and (3) experiences within the mathematics environment. Over the course of the field experience semester, the number of negative and isolated perceptions of mathematics decreased. The results of the study hold implications for teacher preparation programs in planning field experience placements for their teacher candidates. Purposeful field placements can allow PSTCs to evaluate and inform their own understanding of mathematics, and learn pedagogical strategies to benefit their future students.
PubDate: Thu, 25 May 2017 12:04:33 PDT
- Measuring Student Satisfaction in Online Mathematics Courses -- RESEARCH
Authors: Antoinette Davis
Abstract: For many years, various colleges and universities have found it difficult to measure student satisfaction in online courses. This study examined the growth of math courses that are delivered in the online format. This study looks to address the gaps in the research literature concerning online, hybrid, and traditional education. In particular, it is the intention of this study to investigate satisfaction and its effect on the performance of students as a result of enrolling in online mathematics courses. Many researchers have sought to find ways to determine student satisfaction in online courses. Satisfaction and performance in distance education have always been seen in comparison with traditional education that implements instruction through face-to-face interactions. This study will extend the comparison to include online and hybrid education. An examination of the research literature shows that researchers measure satisfaction and performance in various ways. This situation may well be responsible for the inconsistencies regarding satisfaction and performance found among empirical studies. Although the present study found that older students were not as satisfied in online mathematics courses as younger students, it is not equipped to investigate the reasons driving their lower satisfaction. Future research should look into possible reasons.
PubDate: Thu, 25 May 2017 11:16:38 PDT
- Faculty Inter - Rater Reliability of a Reflective Journaling Rubric --
RESEARCH
Authors: Mari Alschuler
Abstract: There has been a lack of research regarding faculty training in the grading of student reflective journals (RJs). Whether or how one should evaluate RJs remains contentious. This quasi-experimental study assessed whether providing faculty in-service training on scoring RJs using a rubric would result in statistically significant inter-rater reliability.Prior to the study, faculty raters received training on reflective practice and scoring RJs with a rubric based on five levels of reflection. Percent agreement between rater pairs, with 80% set as the inter-rater reliability benchmark, was utilized. Faculty raters scored anonymous BSW and MSW RJs assigned in cultural diversity and oppression courses. Expected learning outcomes included critical and reflective thinking; social justice; application and synthesis of classroom learning to social work practice; ethical awareness; and self-awareness. Fifty percent of RJs collected twice over one term were selected randomly. One faculty pair was selected by chance and assigned under blinded conditions to score either BSW or MSW RJs. Inter-rater reliability of BSW RJ scores ranged from 86% for the first set to 98% for the second set. For the MSW RJs, scores ranged from 85.5% to 83.2%. These findings were all statistically significant and indicated that, with prior training on the purpose of RJs and in using a rubric, faculty may be better able to evaluate RJs fairly.
PubDate: Thu, 25 May 2017 11:16:34 PDT
- Compassion Leads to the Creation of the Backpack Program in
Kentucky--RESEARCH
Authors: Katrina Sexton et al.
Abstract: Children all over the United States currently endure food insecurity, which presents significant issues for their academic performance and general quality of life. This paper examines how the generosity of compassionate individuals and agencies helpsto improve the wellbeing and self-motivation of students who go without food. To this end, we review the literature oncompassion, particularly how it is theoretically described by positive organizational scholarship (POS). We also review some of the major programs and agencies that have arisen in recent decades to counter the problem of food insecurity and its related concerns—programs such as the Backpack Food program, which exists in many rural and urban cities across the United States. We specifically consider the case of Kentucky, which utilizes backpack programs to aid starving children and families. It appears that compassion can promote higher self-esteem among students and thereby help counter low academic achievement. Ultimately, addressing hunger highly correlates with academic performance and achievement.
PubDate: Mon, 25 Jan 2016 10:16:13 PST
- An Investigation of Student Performance, Student Satisfaction , and
Learner Characteristics in Online Versus Face-to-Face Classes--RESEARCH
Authors: Jennifer L. VanSickle et al.
Abstract: The purpose of this study was to investigate student performance, student satisfaction, and learner characteristics in online versus face-to-face delivery formats in accounting. Forty-four students, enrolled in either the face-to-face or online section of an accounting course, completed a survey assessing satisfaction, learning outcomes, and learner characteristics. Significant differences were found regarding satisfaction with learning and perception of the instructor. However, online learners displayed similar traits as their face-to-face counterparts. In addition, researchers compared pre-test / post-test, homework, quiz, and exam scores to determine if delivery method affected learning. A significant difference was found between face-to-face and online students in post-test performance. Overall, the results of this study suggest that students perform as well in an online course as they do in a traditional face-to-face classroom and learner characteristics are similar for both online students and face-to-face classroom students. Post-test results indicate that students in an online class do not retain the information as well as those in a face-to-face class. These results, like others, show that online instructors continue to face challenges in promoting student participation and interaction in the course and overall satisfaction with learning. There is a need to replicate this study in other online courses in different disciplines.
PubDate: Mon, 25 Jan 2016 10:14:40 PST
- Preservice Teachers and Writing: An Analysis of Academic
Performance--RESEARCH
Authors: Laurie A. Sharp
Abstract: It is necessary to address literacy throughout the curriculum, and writing is an effective tool for achieving it. This study sought to compare the academic performance of undergraduate students (n= 121) who sought teacher certification at elementary level (pre-kindergarten –6th grade) andsecondary level (7th grade –12th grade).This study used a causal-comparative, quasi-experimental research design to compare the academic performance between these two groups in five university courses that were common among all education majors and contained a strong writing component. Data were collected in the form of final grades earned after completion of each of the five courses and analyzed using Mann-It is necessary to address literacy throughout the curriculum, and writing is an effective tool for achieving it. This study sought to compare the academic performance of undergraduate students (n= 121) who sought teacher certification at elementary level (pre-kindergarten –6th grade) and secondary level (7th grade–12thgrade). This study used a causal-comparative, quasi-experimental research design to compare the academic performance between these two groups in five university courses that were common among all education majors and contained a strong writing component. Data were collected in the form of final grades earned after completion of each of the five courses and analyzed using Mann-Whitney U analyses. Data analyses revealed two statistically significant findings between the two groups in both of the two sophomore-level English courses, and mean ranks showed that the academic performance of preservice elementary teachers was stronger. Effect sizes for these two findings suggested a low and moderate practical significance, which suggests a need for additional analyses. The article provides recommendations for teacher preparation programs to study the preparedness of preservice teachers with regard to writing efficacy and writing pedagogy, and to ensure that respective curricula are addressing these areas adequately.
PubDate: Mon, 25 Jan 2016 10:14:38 PST
- Creating Culturally Considerate Schools: Educating Without Bias BOOK
REVIEW
Authors: Samuel Hinton
Abstract: This book review first discusses the book’s major content divisions and follows with a general analysis of concepts. Thebook is structured into phases of equity development namely, self-examination, reflection, integration, actualization, and educational equity (p. 12). The phases are further subdividedinto eight manageable steps of personal and professional growththat would empower teachers to operate in culturally considerate classrooms, galvanized by school climates and cultures that support individual and collective student achievement. Theeight stages of personal and professional growth are: acknowledgement of bias, assessment of current equity skills, acceptance of limitations, cognitive restructuring, expanding knowledgebase, skill building, culturally considerate education and counseling, and reparation (p.13)..
PubDate: Mon, 25 Jan 2016 10:14:37 PST
- Preparing Culturally Responsive Pre-service Teachers for Culturally
Diverse Classrooms
Authors: Rose G. Skepple
Abstract: culturally responsive teaching, pre- service teachers, sociocultural consciousness, teacher education programs, culturally diverse classrooms
PubDate: Tue, 09 Jun 2015 09:10:09 PDT
- Critical Components of Transforming Teaching and Leading: Recognizing
Educational Success Professional Excellence, and Collaborative Teaching
(RESPECT)
Authors: Samuel Hinton
PubDate: Tue, 09 Jun 2015 08:50:09 PDT
- Enhancement of Science
Performance through Computer
-Assisted Instruction
among Selected Secondary School Learners in Kenya
Authors: Samuel N. Jesse et al.
Abstract: The performance of learners in Science in Kenyan secondary schools has been consistently low over the years. Many factors contribute to this poor performance and among them is the inappropriate teaching approaches that are teacher-centered rather than learner-centered. The purpose of the present study was to investigate the influence of instructional methods on efficiency of content delivery to the learner and eventually the learner’s improved performance in science. Quasi-experimental design was used, based on the performance in science when the ConventionalInstructional Techniques (CIT) are used and when a combination of computer-assisted instruction (CAI) and conventional instructional methods are used. Biology, Chemistry and Physics teachers and Form Two learners from six provincial secondary schools situated in the greater Embu district were involved the research. Data collected using Standard Students Assessment Tests (SSAT) was analyzed in order to uncoverwhether there was a significant difference in learners’ science performance before and after the treatment. The study found out that learners taught through CAI performed significantly better than learners taught through CIT in science. Based on this study, it was concluded that use of computer-assisted instruction improves secondary school learners’ performance in science. This paper ends with some recommendations for further research.
PubDate: Mon, 08 Jun 2015 16:06:11 PDT
- Triostatistics: T
he Application of Innovative In
-
Depth Advanced Post
Hoc Statistical Metrics for the Assessment and Analysis o f Statistically
Significant Tri - Squared Test Outcomes
Authors: James Edward Osler II
Abstract: This monograph provides an epistemological rational for the design of an advanced and novel parametric statistical analysis metrics. Triostatistics (or more simply “Triostat”) is the application of Post Hoc measures to the statistically significant outcomes of the Trichotomous Squared Test. Triostatistics involves a variety of robust and rigorous calculations and computations to provide further insight on the inner workings of statistically significant Tri- Squared Test results. Each of the Triostatistics Tests are introduced and defined in a summative form. The Tri-Squared Test was first introduced in the Journal on Mathematics as an innovative and in - depth statistical qualitative and quantitative data analysis procedure.
PubDate: Fri, 05 Jun 2015 12:17:43 PDT
- Monitoring and Assessing Digital Story Projects in Middle Grades English
Language Arts
Authors: Ellen Maddine
Abstract: The purpose of this qualitative case study was to investigate teacher practice in the areas of monitoring and assessing digital story projects. The Common Core State Standards in English Language Arts require students to use text-based evidence in their analyses of literary texts. Woven into the standards are expectations for students’ use of technology to research and communicate ideas in a variety of formats. When students construct digital stories based on literary works, they select images that visually represent characters, setting, theme, and conflict. Farmer (2004) observed that the process of selecting images to visually represent literary elements helped students to think critically about the story and what it meant. However, the assessment of student-authored digital products is a challenging proposition for novice technology users. The researcher followed the work of two middle grades English language arts teachers, whose students created digital stories to demonstrate their understanding of literary elements in the novel The Outsiders. Classroom observations, teacher interviews, and artifacts of teacher and student work shared through a project wiki, Google Drive and online conferencing comprised the data set. The study findings describe how the subjects used technology to facilitate project monitoring and how they incorporated formative and summative assessments into the digital storytelling project. Several implications for teacher education are discussed, including parallels to the writing process instructional model, the role of cloud computing in collaboration and assessment, and the importance of connecting teaching methods to technology coursework.
PubDate: Thu, 16 Apr 2015 11:57:04 PDT
- Chiefs Group: No Moratorium on Common-Core Stakes
Authors: Catherine Gewertz
Abstract: A group of state education chiefs has sent a letter to U.S. Education Secretary Arne Duncan, urging him to resist a call for a moratorium on high-stakes uses of tests on the common standards.
PubDate: Tue, 18 Feb 2014 13:56:55 PST
- Teaching Literary Analysis with Digital Storytelling: An Instructional
Approach
Authors: Ellen Maddin
Abstract: This qualitative, single case study examined teacher practice using digital storytelling as an instructional approach to the Common Core State Standards in English Language Arts, following the work of two middle grades teachers over a six-week period through initial planning and implementation of student-created digital stories within a unit centered on S.E. Hinton’s novel, The Outsiders (1967). The aim of the study was to work closely with the participants, allowing teaching and learning to unfold naturally, while providing opportunities for participants to describe their experiences and share their insights to reveal the essence of the phenomenon. Three-part interviews with teacher participants, field notes from nine classroom observations, a project wiki, teacher-created artifacts and student work samples captured insights at each phase of the project. Results support the viability of Wallace’s (2004) theoretical framework for understanding teaching with the Internet, particularly in the areas of instructional planning and monitoring of student work. Implications for teacher practice include the value of co-teaching as a supportive condition for effective technology integration and the efficacy of a learner-centered environment, implemented alongside instructional strategies similar to those used to teach the writing process, to teach digital storytelling to middle-grade learners.
PubDate: Tue, 18 Feb 2014 13:50:16 PST
- A Collaborative Model for Implementing State Common Core School Standards
Authors: Ann Larson et al.
Abstract: In this early part of the 21st century, education leaders are increasingly challenged to improve P-12 teaching and learning to increase student achievement and to prepare all students for college and career success. Education reforms such as the adoption of the Common Core Standards within existing policies and practices of state department, district and school bureaucracies requires the repurposing and refocusing of existing resources and structures. This article describes the efforts in one state to employ collaboration to meet the requirements of legislated mandates for implementation of the Common Core Standards in English language arts and mathematics and the implications of the legislated mandates for postsecondary education. Three education entities (a university, schools, and a state agency) collaborated to design and implement professional development to inform K-12 teachers, state agency personnel, and university faculty about legislated mandates for K-12 education (e.g., state implementation of the Common Core Standards for college- and career-readiness, increase in high school graduation rates, etc.). As the state was the first to adopt the Common Core Standards and the first to assess K-12 student learning in this education reform context, this early adopter model of professional development will be useful and informative for others embarking on such efforts.
PubDate: Tue, 18 Feb 2014 13:36:26 PST
- A Collaborative Professional Development Approach to Improving Student
Outcomes
Authors: Jillian Starman et al.
Abstract: The purpose of this article is to analyze the strategy used to develop a collaborative professional development process that focused on the implementation of the common core state standards. In addition, the author will report findings, and discuss the effectiveness of the initiative for postsecondary faculty. Faculty can verify that not every student comes to a two or four year college program prepared to succeed in credit bearing coursework. To facilitate improvement of student success, states across the country collaborated with teachers, researchers and leading experts to design and develop the common core state standards. The standards were developed to ensure that all students, regardless of where they live, are well prepared with the skills and knowledge essential to collaborate and compete with their peers (Common Core State Standards Initiative, 2012). Kentucky was the first state to adopt the Common Core Standards, and beginning in 2010 a large scale effort was developed to provide faculty with information about how implementation of the standards could affect postsecondary education. To address the need for information about the Common Core Standards, representatives from Kentucky institutes of higher education (IHE) collaborated in the development and delivery of information about the Common Core Standards.
PubDate: Tue, 18 Feb 2014 13:06:36 PST
- Implications for Math and Science Professional Development within the
Theory of Planned Behavior
Authors: Brandi Jones-King et al.
Abstract: This pilot study used the Theory of Planned Behavior (TpB) as a framework for developing a questionnaire that will help with planning professional development pertaining to the science and engineering practices, with the intention of repeating the same process for the mathematical practices. To ensure that all components of the new standards are implemented with fidelity, teachers should be provided with the appropriate tools, understanding, and administrative/peer support in order to foster their buy-in of the changes. Efforts to implement the new standards in all classrooms require a concerted effort in the planning of Professional Development (PD) for appropriately preparing teachers for the infusion of the science, engineering, and mathematical practices, which were new introductions to the standards’ format. The TpB, which has historically been used primarily in health and physical sciences, provides a sound framework and methodological approach for monitoring teachers’ attitudes and beliefs, thereby leading to predicting teachers’ behaviors in implementing the practices. This article provides an overview of the science, engineering, and mathematics practices; the constructs of the TpB; a description of how the TpB provides a solid framework for planning PD; and a discussion of the implications of applying the TpB in an educational setting, specifically for planning PD within the context of the practices.
PubDate: Tue, 18 Feb 2014 12:26:01 PST
- Preparing Principals for Instructional Leadership: Integrating the Common
Core Standards--RESEARCH
Authors: Gary Houchens et al.
Abstract: Western Kentucky University has structured its own P-12 school principal certification program with a heavy emphasis on instructional leadership, starting with a strong understanding of the Common Core Standards and their role in providing a firm foundation for effective instruction. Educational research from the past 40 years reveals that effective school principals are “learning leaders” (Hallinger, 2011). Principals in high-performing schools devote much of their focus to the process of teaching and learning and dedicate their efforts to the improvement of both. Principal training programs must then make fostering instructional leadership a top priority (Jackson & Kelly, 2002). The purpose of this article is to describe the process of weaving concepts and skills for effective instructional leadership, including the central place of the Common Core, into the university’s training for aspiring school leaders. Significance for practitioners in K-12 schools is discussed. Western Kentucky University’s experience in training a new generation of school leaders can inform other university programs as they design and revise their own P-12 administrator certification curricula. Moreover, school districts, which are charged with the professional growth of practicing administrators, may also consider the instructional leadership framework utilized at WKU for on-going professional development. In this way, WKU’s P-12 principal preparation program can be a model for both practitioners and other universities.
PubDate: Tue, 18 Feb 2014 11:52:11 PST
