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- Creators: Division of Teacher Preparation
Description
The predictors of school engagement in early childhood were examined, and mechanisms to improve classroom engagement levels were proposed for interventionists to consider. Literature was reviewed on the relations of child characteristics (i.e. effortful control, negative emotionality) and environmental characteristics (i.e. teacher-child relationship quality, classroom environment) to children's school engagement. Finally, a logic model was developed to guide future intervention work.
ContributorsBovee, Emily Ann (Author) / Spinrad, Tracy (Thesis director) / Valiente, Carlos (Committee member) / Gaertner, Bridget (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
STEM has increasingly become a buzz word in the world of education. According to Briener, et. al. (2012), the most common perspective of STEM education is teaching the integrated disciplines of science, technology, engineering, and mathematics as "one cohesive entity" instead of as separate subjects (p. 5). Prioritizing a STEM focus is a tactic many schools are beginning to adapt and one the United States government is financially backing, contributing significantly to the popularity of the movement (Briener, et.al., 2012). Across the nation, schools are making strides towards incorporating more STEM activities, and many school districts are designating entire schools as STEM schools. These STEM schools distinguish themselves with consistent commitment and attention to aspects of the STEM fields within instruction, including research opportunities for students, 21st Century skills, and a variety of learning environments. Bridges Elementary is one such identified STEM school that exemplifies these criteria, amongst others, setting a precedent for STEM schools to come.
ContributorsFefolt, Molly Lynn (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This Narrative Inquiry Research project looks at the first-hand experiences and stories of educators, counselors, and administrators working in schools during and following the pandemic. This is done through video interviews pieced together to create one large documentary-style video. In addition to the creative component, there is also an essay detailing the results of those answers, the research behind it, and what that research means for schools now.
ContributorsMorgan, Laurel (Author) / Oliver, Jill (Thesis director) / Ludlow, Carlyn (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12