Chicago Kindergarten College, 1903-04

Chicago Kindergarten College course catalog for the school year 1903-04https://digitalcommons.nl.edu/coursecatalogs/1011/thumbnail.jp

Effect of School Climate, Students \u27Self-Handicapping Behaviors and Demographic Characteristics on Students\u27 Achievement

This study aimed to examine the relationship between high school students\u27 academic achievements, school climate, student\u27s self-inhibiting behavior and some demographic variables. The research is a correlational study. The sample of the study consists of 981 students studying in three different types of schools in the city center of Karaman in the 2019-2020 academic year. The researcher (s) used structural equation modeling in the research. According to the results of the research, in a school climate (positive climate) that has a success-oriented, supportive teacher behavior and a safe learning environment, students are less likely to have self-handicapping behavior, and students with less self-handicapping behavior are more likely to have a highergrade point average (GPA). The study found that school climate also affects grade point average through self-handicapping. The study found that age, school type, gender and socioeconomic status variables also affected the student\u27s grade point average. In the context of examining student achievement by taking into account structural, social, psychological, and environmental factors of the school, the researcher (s) thought that this research would make an essential contribution to the literature

Sense Of Belonging Among Foreign-Born And U.S.-Born Latinx Subgroups At A Community College

This qualitative case study explored sense of belonging among 15 U.S.-born and foreign-born Latinx students at a community college designated as a Hispanic serving institution. To further explore sense of belonging among these students, semi-structured interviews were conducted with both groups of students. The results indicated that U.S.-born Latinx students contributed sense of belonging to instructors who displayed characteristics of equal treatment, genuineness, and support in and outside of the classroom. Instructors who displayed these characteristics made students feel more connected to the instructor and to the college as a whole. Results also indicated that foreign-born Latinx students credited their sense of belonging to being accepted by peers. Joining student clubs was a high contributor to their sense of belonging. Foreign-born students shared that if it were not for joining student clubs, where they share similarities with other students, they would not have felt like they fit in or belong in the college

Deconstructing Pre-service Teachers’ Field Experience Narratives: The Role of Epistemological Beliefs

Teacher development programs incorporate field experiences for pre-service teachers (PTs) to gain first hand teaching experiences. The purpose of this study is to examine PTs’ perceptions of field experiences, and more specifically, to investigate whether these perceptions relate to PTs epistemological beliefs. A sample of 115 undergraduate educational psychology students completed the Epistemological Beliefs Inventory (EBI) and a Field Experience Questionnaire. Results indicated that PTs’ beliefs about teaching and learning influenced their perception of teaching. Students holding more sophisticated epistemological beliefs, as measured by the EBI, reported more positive perceptions of field experiences, while students holding more naïve epistemological beliefs focused on negative classroom issues such as behavior management. Results inform designers of field experiences on how to better prepare PTs for student teaching and underline the importance of efforts to foster more mature epistemological outlooks in developing teachers

Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions

As a result of reform efforts, national standards and assessments set the stage for teaching and learning in many classrooms. This establishes a particular classroom environment and often leads to behaviorist instructional methods, such as recitation. Utilizing a formative experiment design, this research integrated constructivist modes of learning and explored how these modes could be adjusted to help six struggling readers construct meaning. This study took place in a third grade classroom during the teacher’s daily scheduled comprehension instruction time. The classroom environment, as perceived by the teacher, as well as the effects of national standards and assessments on comprehension instruction were also examined. Finally, this study investigated the self-identity of the struggling readers in this class and how their identity related to their participation. Qualitative data were collected over the course of twelve weeks and six mixed-ability discussion groups. Analyses revealed that three factors impacted teaching and learning: student variables, such as reading and language ability; the teacher’s perceptions and pedagogical stance; and, school and district mandates derived from national standards and testing. The data gleaned from this study provides insight about how teachers can use discussion to help students negotiate meaning about text. For students who struggle, these social modes of thinking can assist in moving from surface-level understanding to deeper thinking

THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM

Technology is omnipresent in our modern age: anyone with an Internet connection can use a computer, tablet, or phone to access an unfathomable amount of information. Today, teenagers use e-mail, texting, and social media to stay in nearly constant communication with friends and family anywhere in the world. With so much time spent exchanging ideas in cyberspace, there is an increased likelihood of teachers and students regularly crossing paths electronically for both legitimate academic purposes and social contexts. Without sufficient school district policies to guide these interactions, students and teachers could realistically place themselves in awkward situations and face district sanctions due to inappropriate behavior. The purpose of this project is to develop an Acceptable Use Policy (AUP) governing student and teacher computer use that must be reviewed and signed by parents, students, and teachers at the start of every school year. The policy advocacy focuses on inclusion of social media and other Web 2.0 tools as legitimate applications for the classroom. Research provides valuable information regarding responsible ways to utilize Web 2.0 tools to enhance teaching and learning and incorporate them into a school’s repertoire of instructional methodologies. These technologies tap into students’ inherent interests, create opportunities for active learning and higher-order thinking, and prepare students for the challenges of tomorrow’s workplace. However, schools also need to protect students against cyberbullies, online predators, and exposure to inappropriate content. The project concludes that allowing Web 2.0 tools into classrooms while developing responsible computing skills across the curriculum outweighs any perceived risks. The proposal outlines an adoption plan that factors in educational activities, staff development, budget, and progress monitoring

Full-inclusion as a Lived Experience: The School Career of Martin Schaeffer

This inquiry examines the school career of a student with severe and multiple disabilities, who was fully included with chronological peers in general education classes from first through twelve grades. The student is now a successful student at a university. This study occurs within the historical context of federal, state, and local school district policy in an affluent suburban community in the United States. The study therefore examines macro level policy (the Individuals with Disabilities in Education Act), inclusion ideology, and the micro level politics of trust building, advocacy, leadership, and collaboration. The data indicate that full inclusion was successful because parents were completely committed to their child’s full integration into family and community life, parents and school personnel formed a solid working alliance, the student exhibited a strong work ethic and determination, advocacy and collaboration occurred on multiple levels, and continuous learning was embraced across time and contexts