2024-03-29T11:03:33Zhttps://thescholarship.ecu.edu/oai/requestoai:TheScholarship.intra.ecu.edu:10342/118092022-12-03T08:16:38Zcom_10342_11com_10342_1col_10342_16
Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices
Novak, Angela M.
Lewis, Katie
children’s literature
gifted
professional learning
2022-12-02T19:42:03Z
2022-12-02T19:42:03Z
2022
Article
0261-4294
http://hdl.handle.net/10342/11809
10.1177/02614294221078081
en_US
oai:TheScholarship.intra.ecu.edu:10342/116662022-11-02T07:16:22Zcom_10342_11com_10342_1col_10342_16
Listening to the most important voice in teacher education: The voice of the teacher candidate
Steadman, Sharilyn
Lys, Diana B
The conversation surrounding the current state of public education in America has become increasingly
negative and harsh. The focus of that criticism is often directed at funding issues, charter schools,
vouchers, graduation rates, political agendas...and teachers themselves. Understandably, in an effort to
address concerns about the quality of teachers, notably new graduates, colleges of education are
implementing new programs, new forms of assessment, new forms of student teaching internships, and
other reforms. In their attempts to improve teacher quality, however, teacher educators can learn much
about the impact of their efforts by listening to the voices of those most closely affected by those changes:
their teacher candidates. This study examines what one university learned when they asked for and
listened to their new graduates feedback.
2022-11-01T14:12:24Z
2022-11-01T14:12:24Z
2014
Poster
http://hdl.handle.net/10342/11666
oai:TheScholarship.intra.ecu.edu:10342/116672022-11-02T07:16:18Zcom_10342_11com_10342_1col_10342_16
Clinical Internship Support: Instructional Coaching
Smith, Judy
Cuthrell, Kristen
The Instructional Coaching Model is a product of the Teacher Quality Partnership Grant funded 2009-2014. Over the last four years, instructional coaches have been introduced in the traditional internship model with the intent of strengthening the internship experience and leading to positive gains in internship performance measures and K-12 student achievement.
2022-11-01T14:12:36Z
2022-11-01T14:12:36Z
2013-07
Poster
http://hdl.handle.net/10342/11667
oai:TheScholarship.intra.ecu.edu:10342/116652022-12-13T14:53:02Zcom_10342_11com_10342_1col_10342_16
An Integrated Assessment System Model for Supporting a Large-scale Teacher Preparation Program
Lys, Diana
Dobson, Ellen E.
2022-11-01T14:12:17Z
2022-11-01T14:12:17Z
2013
Poster
http://hdl.handle.net/10342/11665
oai:TheScholarship.intra.ecu.edu:10342/85822021-03-03T22:08:41Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
An Exploration of Teacher and Staff Collaboration during Elementary School Action Teams
Ingram, Heather
Gregory, Kristen H
Teacher collaboration has become an essential component of an elementary school. Student achievement, content area and pedagogy, and school relationships are some benefits that result from teacher collaboration. Five action teams (Staff Morale/Sunshine, Student Leadership, Technology, PBIS, and Clubs) are used at Stephens Elementary School to collaborate and accomplish goals for the school. This mixed methods study used a non-experimental descriptive design and examined the perspectives of 24 elementary teachers and staff regarding collaboration in their respective action teams. Quantitative and qualitative data were collected from an online survey and analyzed using descriptive statistical analysis, a priori coding, and open coding. Analysis revealed themes of perceptions on collaboration in action teams, benefits of collaboration, barriers to collaboration, and suggestions for future collaboration. Findings from this study revealed implications for administrators and participants regarding action teams.
2020-06-24T01:17:37Z
2020-06-24T01:17:37Z
5/1/2020
2020-06-22
Master's Thesis
http://hdl.handle.net/10342/8582
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/76472021-03-03T21:26:09Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
Impacts of Journaling on Mathematical Performance
Sloop, Emily Evans
Education
journaling
writing in mathematics
The purpose of this study was to determine the impact that journaling would have on students’ academic performance in mathematics. Alongside this, student perceptions on writing in the mathematics classroom were also observed through surveys. Journaling was chosen as the instrument to be given to the experimental groups. The study applied an explanatory mixed-methods research design which consisted of a pre-test and survey and post-test and survey to see what changes occurred between the two groups of students that consisted of a mixture of sixty ninth and tenth graders.
2020-02-04T15:23:49Z
2020-02-04T15:23:49Z
2019-12
2019-12-10
December 2019
2020-01-29T14:30:27Z
Master's Thesis
http://hdl.handle.net/10342/7647
en
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/116702022-11-02T07:16:16Zcom_10342_11com_10342_1col_10342_16
Developing Expertise: Using Video to Hone Teacher Candidates’ Classroom Observation Skills
Cuthrell, Kristen
Steadman, Sharilyn
Stapleton, Joy
Hodge, Elizabeth
This research explores the impact of a video observation model developed for teacher
candidates in an early experiences course. Video Grand Rounds (VGR) combines a
structured observation protocol, videos, and directed debriefing to enhance teacher
candidates observations skills within non-structured and field-based observations. Findings
illuminate that VGR teacher candidates (TCs) demonstrated significantly greater growth than
non-VGR teacher candidates in their abilities to focus on salient features of classroom
interactions, to identify the complexity of classroom interactions, and to readily transferred
observation skills from a video platform to an in-school platform.
2022-11-01T14:12:44Z
2022-11-01T14:12:44Z
2014
Poster
http://hdl.handle.net/10342/11670
oai:TheScholarship.intra.ecu.edu:10342/102452022-03-25T07:31:18Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
The association between handedness and pervasiveness of academic difficulty in fourth grade students with learning disabilities
Rojeski, Hallie Janae
Engleman, Melissa
EDUC
2022-03-24T20:47:36Z
2022-03-24T20:47:36Z
2003
Thesis
o56389762
http://hdl.handle.net/10342/10245
en
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/87882021-03-03T22:10:19Zcom_10342_11com_10342_1col_10342_16
Flagship: News for the Pirate Education Nation
College of Education
Education
College of Education
Latham Clinical Schools Network
Newsletter
This is the Fall 2020 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network
2020-11-06T00:19:41Z
2020-11-06T00:19:41Z
2020-10
Other Scholarly Work
http://hdl.handle.net/10342/8788
en_US
oai:TheScholarship.intra.ecu.edu:10342/36012022-12-13T18:25:40Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
Trade Books in Elementary Education : Misconceptions in Science
Wiles, Heather T.
Anderson, Patricia J.
Elementary & Middle Grades Education
Teacher education
Science education
Misconception
Pre-service teachers
Science
Trade books
Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose accurate science trade books. Incorporating trade books in the content areas is a method for integrating subjects and is a common practice among elementary teachers. This study investigates the ability of pre-service elementary teachers to identify misconceptions in science trade book excerpts chosen by the researcher. Survey results were analyzed based on pre-service teachers' responses to a science content question. Often, students focused on misconceptions related to anthropomorphism when they were unsure of the science content as shown by the true/false question. Each of the teacher educators interviewed had experiences with several pre-service teachers' lack of content knowledge affecting performance in the classroom. Â
2011-06-24T15:35:32Z
2011-06-24T15:35:32Z
2011
Master's Thesis
http://hdl.handle.net/10342/3601
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/64072021-03-03T21:15:25Zcom_10342_7351com_10342_6421com_10342_11com_10342_1col_10342_7361col_10342_16col_10342_6408col_10342_7167
The effects of an afterschool STEM program on students’ motivation and engagement
Chittum, Jessica R.
Jones, Brett D.
Akalin, Sehmuz
Schram, Asta B.
Motivation
STEM education
Afterschool program
Mixed methods research
Background: One significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students’ beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program.
Results: After completing two Studio STEM programs, participants’ ratings of their values for science and science competence were higher than those of non participants. In addition, the Studio STEM participants’ motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them.
Conclusions: Through this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students’ motivational beliefs about science that typically occurs during the middle school years, indicating that after school programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.
2017-08-23T15:13:14Z
2017-08-23T15:13:14Z
2017-06-12
Article
Chittum et al. 2017. The effects of an afterschool STEM program
on students’ motivation and engagement. International Journal of STEM Education 4:11 DOI 10.1186/s40594-017-0065-4
http://hdl.handle.net/10342/6407
10.1186/s40594-017-0065-4
en_US
https://doi.org/10.1186/s40594-017-0065-4
oai:TheScholarship.intra.ecu.edu:10342/100022022-03-17T07:15:11Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
An examination of assistive technology knowledge and use in a rural school district
Ales, Joanna Charlotte
Warren, Sandra
EDUC
2022-03-16T15:04:36Z
2022-03-16T15:04:36Z
2004
Thesis
o164578377
http://hdl.handle.net/10342/10002
en
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/48662022-12-13T18:26:00Zcom_10342_11com_10342_1col_10342_16col_10342_72
The Incorporation of Reading and Writing in the Middle Grades Math Classroom
Smith, Mary Allison
Carson, Jamin
Elementary & Middle Grades Education
Education
Middle grades
Math
Reading
Writing
Through observations during my training in teacher education, I have noticed a general student distaste, accompanied by lower achievement, in mathematics word problems. Among closer investigation, I noticed that this phenomenon was only a portion of a more general lack in achievement involving mathematical literacy. As a student-teacher, I decided to explore solutions to this problem, in hopes of identifying a strategic way to incorporate mathematical literacy into my lessons.
By planning a full year of the math curriculum, I have identified what I feel to be an appropriate balance of activities involving mathematical literacy. The product of this exploration is a portfolio of lessons that stresses mathematical literacy throughout every standard of the curriculum. This portfolio is accompanied by a written analysis of my initial research, my proposal of four general strategies for incorporating mathematical literacy into the curriculum, and the rationale for the choices that I made in my lesson planning.
2015-06-02T14:21:50Z
2015-06-02T14:21:50Z
2015-03-23
Honors Thesis
http://hdl.handle.net/10342/4866
en_US
oai:TheScholarship.intra.ecu.edu:10342/43012022-12-13T18:26:10Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
Interest, Challenge, Choice, and Enjoyment for the Gifted Learner
Blanchard, Katherine A.
Housand, Brian C.
Elementary & Middle Grades Education
Gifted education
Education
Challenge
Choice
Enjoyment
Interest
My class activities
Gifted learners are engaged in many classroom settings that each offer something different. This study investigated how gifted learners perceive interest, challenge, choice, and enjoyment across three classroom settings: their regular classrooms, gifted classrooms, and a summer enrichment camp classroom. Through the use of the My Class Activities survey developed by Gentry and Gable (2001), students reflected on the elements they experienced in these three educational settings. These surveys were then analyzed to determine the discrepancies between each educational setting and the levels of interest, challenge, choice, and enjoyment in each. After ANOVA and MANOVA tests were run, it was found that statistically significant differences existed between the three educational settings. In addition, students experienced differing levels of interest, challenge, choice, and enjoyment amongst their classroom settings. Â
2014-01-28T12:53:16Z
2014-01-28T12:53:16Z
2013
Master's Thesis
http://hdl.handle.net/10342/4301
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/97682022-02-12T09:27:36Zcom_10342_11com_10342_1col_10342_16
Not White Saviors, but Critical Scholars: The Need for Gifted Critical Race Theory
Novak, Angela Marie
Gifted Critical Race Theory
Critical Race Theory
Education
The chapter was published in Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation, In J. Nyberg, & J. Manzone (Eds.), IGI Global.
Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic
racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical
race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted
education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability,
potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal
policies and procedures, and systems and structures of education, which disproportionately impact
students of color qualitatively differently than white students.
2022-02-11T20:19:14Z
2022-02-11T20:19:14Z
2022
Chapter
Novak, A. M. (2022). Not White Saviors, but Critical Scholars: The Need for Gifted Critical Race Theory. In J. Nyberg, & J. Manzone (Eds.), Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 246-262). IGI Global. https://doi.org/10.4018/978-1-7998-8153-7.ch016
9781799881537
http://hdl.handle.net/10342/9768
10.4018/978-1-7998-8153-7.ch016
en_US
https://www.igi-global.com/chapter/not-white-saviors-but-critical-scholars/290604
oai:TheScholarship.intra.ecu.edu:10342/88972021-03-16T13:31:49Zcom_10342_11com_10342_1col_10342_16
Flagship: News for the Pirate Education Nation
College of Education
Education
College of Education
Latham Clinical Schools Network
Newsletter
This is the Spring 2021 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network.
2021-03-16T13:31:49Z
2021-03-16T13:31:49Z
2021-03
Other Scholarly Work
http://hdl.handle.net/10342/8897
en_US
oai:TheScholarship.intra.ecu.edu:10342/69982021-03-03T21:19:30Zcom_10342_11com_10342_1col_10342_16
Flagship: News for the Pirate Education Nation
College of Education
Education
College of Education
Latham Clinical Schools Network
Newsletter
This is the Fall 2018 edition of the Latham Clinical Schools Network newsletter. The newsletter aims to highlight events within the College of Education and share information from ECU with partners in the Latham Clinical Schools Network.
2018-11-14T21:06:23Z
2018-11-14T21:06:23Z
2018-10
Other Scholarly Work
http://hdl.handle.net/10342/6998
en_US
oai:TheScholarship.intra.ecu.edu:10342/103132022-03-26T07:20:32Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
Developing formal thinking skills in upper middle grades students
Wooten, Phyllis L.
Spence, Don
EDUC
2022-03-25T13:29:08Z
2022-03-25T13:29:08Z
1989
Thesis
o20375871
http://hdl.handle.net/10342/10313
en
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/100222023-01-25T17:20:00Zcom_10342_11com_10342_1com_10342_122col_10342_16col_10342_124
The academic, social, and emotional effects of early grade retention on fourth and fifth grade students
Greene, Carol
Peel, Betty B.
EDUC
2022-03-24T15:41:00Z
2022-03-24T15:41:00Z
1997
Thesis
o39450244
http://hdl.handle.net/10342/10022
en
East Carolina University
oai:TheScholarship.intra.ecu.edu:10342/116692022-11-02T07:16:06Zcom_10342_11com_10342_1col_10342_16
Using Video Segments to Enhance Early Clinical Experiences of Prospective Teachers
Cuthrell, Kristen
Vitale, Michael
This poster outlines a perspective for framing an early clinical experience course by using a model in which video segments of typical K-5 classrooms are used in conjunction with a structured classroom observation instrument as a focus for subsequent classroom observations. By introducing a conceptual framework for student observations using video segments, students are provided with an efficient and conceptually coherent means for guiding their classroom observation experiences in school settings in the remainder of the course.
2022-11-01T14:12:42Z
2022-11-01T14:12:42Z
2013
Poster
http://hdl.handle.net/10342/11669
oai:TheScholarship.intra.ecu.edu:10342/116682022-11-02T07:16:14Zcom_10342_11com_10342_1col_10342_16
Providing effective, high quality support for every ECU teacher candidate
Morgan, Susan
Smith, Judy
Steadman, Sharilyn
2022-11-01T14:12:39Z
2022-11-01T14:12:39Z
2014
Poster
http://hdl.handle.net/10342/11668