Theory in practice : archaeology field school in Sicily

Includes bibliographical references.Essentially an examination of Archaeological Theory, this study seeks to illuminate four of the various theoretical approaches to archaeology: Processual, Behavioral, Structuralism, and Marxism. These approaches are evaluated for practical application through student participation in the Sicilian Archaeological Research Project in Salemi Sicily. Students were asked to complete questionnaires to determine the faults and merits of each theory. The students’ perspectives and understanding on Archaeological theory change with the incorporation of hands-on research techniques, resulting in a measured transitional period that can be used to aide in theory understanding for students that may not have the opportunity to study abroad. This study examines the ideologies of each perspective before presenting the results of the student questionnaires. Conclusions provide a detailed examination of eqch theory’s merits through excavations in Salemi and classroom application suggestions to aide in student understanding of Archaeological theory.B.A. (Bachelor of Arts

The Relationship Between Project-Based Learning and Rigor in STEM-Focused High Schools

Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different perceptions—student surveys, teacher logs, and classroom observations—the study examines the extent to which PjBL and rigor co-occur. Across all three measures, the results show that use of PjBL is associated with higher levels of rigor. However, the study also shows that academic rigor can be present in the absence of PjBL, and that PjBL can be implemented with low levels of rigor. The paper concludes with implications for practice

Technology as a catalyst for change: the role of professional development

This paper presents an analysis of results from an evaluation of The Centers for Quality Teaching and Learning, a professional development program placing technology in the context of student-centered instructional practices. This analysis focuses on the relationship between the professional development and teachers’ use of technology in their classroom and their general instructional practices. The results from this study indicate teachers increased their use of technology in ways viewed as more constructivist, regardless of their broader instructional practices. One possible explanation may be the instructional context of the professional development that teachers experience

Turning around a low-performing high school: Learning from the story of Jones Senior High School

Turning around a low-performing school is complex and challenging work. This monograph tells the story of Jones Senior High School, a rural school that increased its achievement from less than 65% passing to approximately 90% passing. Included in this monograph are tips and tools that were developed by the principal and instructional coach who led the turnaround

Retention and satisfaction of novice teachers: Lessons from a school reform model

In many countries, novice teachers, or those with fewer than four years of experience, have a higher turnover rate than do more experienced teachers. Using teacher employment data, we examine whether schools in an American whole-school reform model are better able to retain novice teachers. Using survey data, we investigate whether novice teachers in a particular school reform model are more satisfied with school leadership than their peers in traditional high schools. In this reform model, early college high schools, high schools are located on college campuses and students have the opportunity to earn an associate’s degree or two years of credit in the state university system. This model emphasizes a shared mission and shared leadership. We find that early colleges had a higher turnover rate than their neighbor schools, and a higher percentage of early college teachers were novices. However, these novice teachers were not more likely to leave than novice teachers in traditional schools were. Early college novice teachers received more personalized support and were more satisfied with school leadership than their peers in traditional high schools. Under certain conditions, schools can have higher retention rates for novice teachers

How to assess student performance in history: going beyond multiple-choice tests

The purpose of this document is to help teachers implement effective assessment strategies when teaching history. The primary audience for this publication is third through twelfth grade teachers who cover the topic of history in their instruction. Secondary audiences include school administrators, district and state curriculum staff, or individuals providing professional development

Understanding factors that influence teen mothers’ doula utilization: A qualitative study

In this study, we examined factors that influenced doula use among adolescent mothers in a community-based childbirth education and doula program. We used a qualitative case study approach to gather perspectives from adolescent mothers and doulas through semistructured interviews, field observations, and a focus group. These women collectively revealed multiple themes related to doula use among adolescent mothers, including relationship development and barriers to doula use at the individual and structural levels. Effective training and support for doulas that serve adolescent clients can improve these mothers' birth experiences, and program planners in the United States and other countries can use process evaluations to improve doula programs for adolescent mothers

Early Colleges: Redesigning high school for college readiness

This chapter provides an overview of recent literature on college readiness and the emergence of the early college model. Using quantitative and qualitative data from an experimental study of early colleges in North Carolina, researchers describe the positive effects found on various indicators of college readiness

Learning from failure: a discussion guide on high school reform

This discussion guide is designed to provide information about what hasn’t worked in the past and the lessons we have learned. It can be used by teams of practitioners, policymakers, and members of the community who are in the midst of school reform efforts at the high school level. Reading and working through this guide will help those teams engage in a dialogue about how to ensure success at their school. This document summarizes some existing literature and research on the reasons behind the failure of many school reforms. It also provides questions for people to consider as they develop or implement their own reform efforts

Early college puts youth on a college track

Early colleges are a rapidly spreading effort to increase students’ access to postsecondary education. Think of them as a proven college transition program for traditionally underrepresented students