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Georgia Educational Researcher最新文献

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Student Involvement In IEPs 学生参与IEPs
Georgia Educational Researcher Pub Date : 2019-01-01 DOI: 10.20429/GER.2019.160104
L. Pounds, Joshua A. Cuevas
{"title":"Student Involvement In IEPs","authors":"L. Pounds, Joshua A. Cuevas","doi":"10.20429/GER.2019.160104","DOIUrl":"https://doi.org/10.20429/GER.2019.160104","url":null,"abstract":"There has been a recent initiative for students to be involved in their Individualized Education Plan. The goal is for students to become self-advocates and learn to develop goals that pertain to their interests. The study examined this process of including students by addressing three questions. First, does student involvement in their IEP lead to greater mastery of IEP goals? Second, does student involvement in their IEP impact academic achievement? Third, in what ways does the Self-Advocacy Strategy, IPLAN, increase student participation in IEP meetings? Three students participated in the study by providing inventory on their strengths, weaknesses, and what helps them learn. They then turned that information into a presentation of their choice to present at their IEP meeting. Each student differed in the amount of inventory they provided, support that was required to complete the presentation, and understanding and application of the inventory in the classroom.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126112897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Fostering Students' Civic Skills: Education for Sustainable Democracy 培养学生的公民技能:可持续民主教育
Georgia Educational Researcher Pub Date : 2019-01-01 DOI: 10.20429/GER.2019.160107
Atakan Ata
{"title":"Fostering Students' Civic Skills: Education for Sustainable Democracy","authors":"Atakan Ata","doi":"10.20429/GER.2019.160107","DOIUrl":"https://doi.org/10.20429/GER.2019.160107","url":null,"abstract":"This qualitative study explored factors that supported teachers in their efforts to promote students’ critiquing, communicating, and collaborating skills. Despite the various challenges that public schools face today, they are most likely the very institutions to play a critical role in individuals’ civic skills development. Individual indepth interviews were the primary method used to understand the participants’ perspectives on instruction and the factors that foster students’ civic skills. Factors that supported the participants in their efforts to promote civic skills among their students were found to be teacher collaboration, planning, and teacher motivation. Details and the implications of the findings were discussed.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128219407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Introduction to Special Themed Issue of GER GER专题特刊简介
Georgia Educational Researcher Pub Date : 2019-01-01 DOI: 10.20429/GER.2019.160101
Megan Adams, Sheryl J. Croft, Jihye Kim, Sanjuana C. Rodriguez
{"title":"Introduction to Special Themed Issue of GER","authors":"Megan Adams, Sheryl J. Croft, Jihye Kim, Sanjuana C. Rodriguez","doi":"10.20429/GER.2019.160101","DOIUrl":"https://doi.org/10.20429/GER.2019.160101","url":null,"abstract":"","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126168655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Historical Thinking Strategies for Improving Elementary Students’ Content Knowledge and Attitudes Towards Social Studies 运用历史思维策略提高小学生社会学习的内容、知识和态度
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2023.200102
Lydia Burnett, Joshua A. Cuevas
{"title":"Using Historical Thinking Strategies for Improving Elementary Students’ Content Knowledge and Attitudes Towards Social Studies","authors":"Lydia Burnett, Joshua A. Cuevas","doi":"10.20429/ger.2023.200102","DOIUrl":"https://doi.org/10.20429/ger.2023.200102","url":null,"abstract":"","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129837644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Equitable Treatment of Students with Dyslexia 公平对待有阅读障碍的学生
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2023.200103
Aubrey Cooper
{"title":"Equitable Treatment of Students with Dyslexia","authors":"Aubrey Cooper","doi":"10.20429/ger.2023.200103","DOIUrl":"https://doi.org/10.20429/ger.2023.200103","url":null,"abstract":"","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122929320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effects on Instructional Conversations on English Language Learners 教学会话对英语学习者的影响
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2020.170205
Elizabeth Hendy, Joshua A. Cuevas
{"title":"The Effects on Instructional Conversations on English Language Learners","authors":"Elizabeth Hendy, Joshua A. Cuevas","doi":"10.20429/ger.2020.170205","DOIUrl":"https://doi.org/10.20429/ger.2020.170205","url":null,"abstract":"This research examined the effectiveness that the Instructional Conversations (ICs) teaching method had on elementary-aged English Language Learning (ELLs) students. Specifically, how ICs impact student academic achievement, academic language usage, and student engagement. The study compared two first grade classrooms, 39 participants, consisting of majority ELL students. The experimental group received math instruction through Instructional Conversation activities while the comparison group was taught using traditional math instruction and centers. After controlling for initial ability in math, results indicated that ICs did not lead to an increase of academic achievement or academic language usage when compared to students taught through traditional instruction. Results did show that engagement increased when taught using ICs. With an increase in engagement combined with a decrease in academic acquisition, results suggest that ICs should be used with caution when teaching content related material.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131224056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Patterns of Cyberbullying Victimization in US Adolescents: A Latent Class Analysis 美国青少年网络欺凌受害模式:潜在阶级分析
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2020.170201
Diana Mindrila
{"title":"Patterns of Cyberbullying Victimization in US Adolescents: A Latent Class Analysis","authors":"Diana Mindrila","doi":"10.20429/ger.2020.170201","DOIUrl":"https://doi.org/10.20429/ger.2020.170201","url":null,"abstract":"This study used latent class analysis (LCA) with binary observed indicators to identify latent classes of victimization, based on the extent to which adolescents in the U.S. experienced traditional victimization and cyber-victimization. Data were collected by the National Center for Education Statistics and the Bureau of Justice Statistics using 2013 School Crime Supplement of the National Crime Victimization Survey. The sample included 4,939 individuals ages 12-18. LCA yielded a four-class solution: a) “Nonvictims” (N=4,274), b) “Traditional victims” (N=486), c) “Cyber-victims” (N=107), and d) “Traditional victims and cyber-victims” (N=72). These findings inform practitioners of the most prevalent types of victimization in the population of adolescents and facilitate the identification of individuals who are at risk of being victimized.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125585101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Effects of Schema-Based Instruction on Solving Mathematics Word Problems 图式教学对数学应用题解决的影响
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2020.170202
Scarlet Hughes, Joshua Cuevas Dr.
{"title":"The Effects of Schema-Based Instruction on Solving Mathematics Word Problems","authors":"Scarlet Hughes, Joshua Cuevas Dr.","doi":"10.20429/ger.2020.170202","DOIUrl":"https://doi.org/10.20429/ger.2020.170202","url":null,"abstract":"","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125228093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: Lessons Learned from 15 Years of Research 职前教师教育管理三元人格的人际动态:15年研究的经验教训
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/ger.2020.170203
A. Hart
{"title":"Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: Lessons Learned from 15 Years of Research","authors":"A. Hart","doi":"10.20429/ger.2020.170203","DOIUrl":"https://doi.org/10.20429/ger.2020.170203","url":null,"abstract":"Clinical field experience is recognized by many as the most influential and beneficial component of preservice teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad—comprised of the pre-service teacher candidate, the mentor teacher, and the university supervisor—on pre-service candidates’ clinical experiences. Positioning theory was chosen to frame this investigation, as it employs distinct definitions for role and position, the delineation of which is of critical importance in the context of pre-service clinical relationships. Findings of the larger study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. This article addresses those findings regarding factors of influence and modes of positioning, the implications of which are discussed through the lens of positioning theory and in connection to practice in the field.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133646968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
The Impact of Grade Level Flexible Grouping on Math Achievement Scores 年级灵活分组对数学成绩的影响
Georgia Educational Researcher Pub Date : 1900-01-01 DOI: 10.20429/GER.2019.160105
Heather Mckeen
{"title":"The Impact of Grade Level Flexible Grouping on Math Achievement Scores","authors":"Heather Mckeen","doi":"10.20429/GER.2019.160105","DOIUrl":"https://doi.org/10.20429/GER.2019.160105","url":null,"abstract":"Abstract Flexible grouping aims to divide students into groups according to their strengths and abilities. This will allow teachers to tailor instruction to meet the needs of students, allowing them to thrive within their current environments. Quantitative research was used to investigate whether flexible grouping had a positive effect on student achievement as measured by the mathematics section of the Criterion-Referenced Competency Test (CRCT). The aggregate scores of students in grades 1 to 4 in a school in a county in Georgia were compared for periods before and after the implementation of flexible grouping. The following study was able to conclude that flexible grouping helps teachers closely monitor students which, in turn, allows lessons to be more catered to individual strengths and weaknesses; however, there was no direct correlation between flexible grouping and performance. There were students who performed well and others who did not. It is therefore recommended that further quantitative research based on survey and experimental designs be conducted at several other schools to corroborate or refute the results of this study for the new Georgia Milestones Mathematics Achievement Scores.","PeriodicalId":280226,"journal":{"name":"Georgia Educational Researcher","volume":"85 s377","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120835012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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