Matching Items (404)
Filtering by
- All Subjects: Choruses
Description
This action research addressed teacher effectiveness in supporting students’ critical thinking skills by implementing differentiated instructional strategies in eight 3rd- and 4th-grade, self-contained, inclusive classrooms. This study addressed how third- and fourth-grade teachers perceived their instructional effectiveness, how differentiated instructional strategies influence third- and fourth-grade teachers, and how third- and fourth-grade teachers make further use of differentiated instruction to support students’ critical thinking skills across cultures, linguistics, and achievement levels to increase student achievement. Out of the enrollment in a southwest Phoenix elementary school, there was a 35% mobility rate; 76%, free and reduced lunches; 35%, Spanish-speaking homes; 10%, ELL services; and 10%, special education. The school was comprised of 52 certified teachers, out of which there were five related arts teachers, and four teachers who served gifted and special education students. Participants included all eight third- and fourth-grade teachers, 75% female and 25% males; 75% identified as Caucasian and 25% Hispanic/Latina, middle-class citizens. Professional development training was provided to these eight individual teachers during four months on differentiated instructional strategies to support students’ critical thinking. At this study’s beginning, these teachers perceived an obstacle to supporting students’ critical thinking as they struggled to learn new curriculums. Persevering through this challenge, teachers discovered success by implementing design-thinking, developing students’ growth mindsets, and utilizing cultural responsive teaching. These teachers identified three differentiated instructional strategies which impacted students’ academic progress: instructional scaffolds, collaborative group work, and project-based learning. Building upon linguistic responsive teaching, cultural responsive teaching, and Vygotsky’s socio-cultural theory, teachers revealed how to support students’ critical thinking through the use of graphic organizers, sentence frames, explicit instructions, growth mindsets, cultural references, and grouping structures. In addition, the outcomes demonstrated teachers can make further use of differentiated instruction by focusing on instructional groups, teachers’ mindsets, and methods for teaching accelerated learners. This study’s results have implications on teachers’ perception toward using differentiated instructional strategies as a viable method to support the multiple ways all students learn.
ContributorsRamos, Richard K (Author) / Liou, Daniel Dinn-You (Thesis advisor) / Dyer, Penelope (Committee member) / Saltmarsh, Sarah (Committee member) / McIntosh, Jason (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study was conducted to assess the performance of 176 students who received algebra instruction through an online platform presented in one of two experimental conditions to explore the effect of personalized learning paths by comparing it with linearly flowing instruction. The study was designed around eight research questions investigating the effect of personalized learning paths on students’ learning, intrinsic motivation and satisfaction with their experience. Quantitative results were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and split-plot ANOVA methods. Additionally, qualitative feedback data were gathered from students and teachers on their experience to better explain the quantitative findings as well as improve understanding of how to effectively design an adaptive personalized learning platform. Quantitative results of the study showed no statistical difference between students assigned to treatments that compared linear and adaptive personalized instructional flows.
The lack of significant differences was explained by two main factors: (a) low usage and (b) platform and content related issues. Low usage may have prevented students from being exposed to the platforms long enough to create a potential for differences between the groups. Additionally, the reasons for low usage may in part be explained by the qualitative findings, which indicated that unmotivated and tired teachers and students were not very enthusiastic about the study because it occurred near the end of school year. Further, computer access was a challenging issue at the school throughout the study. On the other hand, platform and content related issues worked to inhibit the potential beneficial effects of the platforms. The three prominent issues were: (a) the majority of the students found the content boring or difficult, (b) repeated recommendations from the adaptive platform created frustration, and (c) a barely moving progress bar caused disappointment among participants.
The lack of significant differences was explained by two main factors: (a) low usage and (b) platform and content related issues. Low usage may have prevented students from being exposed to the platforms long enough to create a potential for differences between the groups. Additionally, the reasons for low usage may in part be explained by the qualitative findings, which indicated that unmotivated and tired teachers and students were not very enthusiastic about the study because it occurred near the end of school year. Further, computer access was a challenging issue at the school throughout the study. On the other hand, platform and content related issues worked to inhibit the potential beneficial effects of the platforms. The three prominent issues were: (a) the majority of the students found the content boring or difficult, (b) repeated recommendations from the adaptive platform created frustration, and (c) a barely moving progress bar caused disappointment among participants.
ContributorsBicer, Alpay (Author) / Bitter, Gary G. (Thesis advisor) / Buss, Ray R (Committee member) / Legacy, Jane M. (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsEvans, Bartlett R. (Conductor) / Schildkret, David (Conductor) / Glenn, Erica (Conductor) / Concert Choir (Performer) / Chamber Singers (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-16
ContributorsOwen, Ken (Conductor) / McDevitt, Mandy L. M. (Performer) / Larson, Brook (Conductor) / Wang, Lin-Yu (Performer) / Jacobs, Todd (Performer) / Morehouse, Daniel (Performer) / Magers, Kristen (Performer) / DeGrow, Gary (Performer) / DeGrow, Richard (Performer) / Women's Chorus (Performer) / Sun Devil Singers (Performer) / ASU Library. Music Library (Publisher)
Created2004-03-24
ContributorsMetz, John (Performer) / Sowers, Richard (Performer) / Collegium Musicum (Performer) / ASU Library. Music Library (Publisher)
Created1983-01-29
ContributorsEvans, Bartlett R. (Conductor) / Glenn, Erica (Conductor) / Steiner, Kieran (Conductor) / Thompson, Jason D. (Conductor) / Arizona Statesmen (Performer) / Women's Chorus (Performer) / Concert Choir (Performer) / Gospel Choir (Conductor) / ASU Library. Music Library (Publisher)
Created2019-03-15
ContributorsKillian, George W. (Performer) / Killian, Joni (Performer) / Vocal Jazz Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created1992-11-05
ContributorsButler, Robb (Conductor) / McCreary, Kimilee (Conductor) / Bakko, Nicki L. (Conductor) / Schreuder, Joel (Conductor) / Larson, Matthew (Performer) / Ortman, Mory (Performer) / Graduate Chorale I (Performer) / Graduate Chorale II (Performer) / ASU Library. Music Library (Publisher)
Created1999-12-02
ContributorsGarrett, Jennifer (Conductor) / FitzPatrick, Carole (Performer) / Aspnes, Lynne (Performer) / Campbell, Andrew (Pianist) (Performer) / Ryan, Russell (Performer) / Rockmaker, Jody (Performer) / Kocour, Mike (Performer) / McLin, Katherine (Performer) / Larson, Brook Carter (Conductor) / Women's Chorus (Performer) / Men's Chorus (Performer) / ASU Library. Music Library (Publisher)
Created2009-05-04
ContributorsLarson, Brook Carter (Conductor) / Gentry, Gregory R. (Conductor) / Garrison, Ryan D. (Conductor) / Schildkret, David (Conductor) / Men's Chorus (Performer) / Symphonic Chorale (Performer) / Women's Chorus (Performer) / Chamber Singers (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2007-12-03