Search results for: Mixed methods studies
Page 3/4 35 items
This paper uses a mixed-methods approach to discuss three challenges that educational researchers face .The authors describe their own attempts to address these challenges in a longitudinal study of reading and mathematics instruction in fourth- and fifth-grade classrooms in moderate- to high-poverty schools.
Updated: May. 23, 2012
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011
Does Initial Teacher Education Make a Difference? The Impact of Teacher Preparation on Student Teachers' Attitudes towards Educational Inclusion
This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Updated: May. 26, 2011
The current paper describes the development and validation of the Student Tool for Technology Literacy (ST2L).The ST2L was designed to be a flexible tool for the assessment of student technology literacy in order to support the integration of technology into the curriculum and students' daily learning experiences. ST2L was found to be a sound assessment tool for the intended purpose of low-stakes assessment of technology literacy.
Updated: Mar. 09, 2011
This article reports reactions of candidates while learning and teaching with digital games. The authors examined participants' oral and written comments to determine the identification of (a) the motivational factor of digital game-based instruction, and (b) the embedded 2 IC learning skills. The findings suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that they felt positive and confident about integrating digital game-based instruction in the curriculum as a result of watching their peers' presentations and teaching students how to play games.
Updated: Mar. 09, 2011
Online Dialog: A Tool to Support Preservice Teacher Candidates’ Understanding of Literacy Teaching and Practice
This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers’ literacy understanding. The study demonstrated how asynchronously conducted discussions supported preservice teachers in acquiring and refining the content and pedagogical knowledge needed to teach literacy. This study has implications for how teacher educators prepare teacher candidates in the teaching of literacy for all learners.
Updated: Jun. 13, 2010
Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program
The present article uses mixed methods to explore the relationship between housing and school opportunities for low-income families given the chance to move to less poor communities through the federal Moving to Opportunity (MTO) housing voucher experiment. Quantitative analyses suggest that new housing opportunities did not generally translate into a larger increase in school quality because families did not secure housing in communities with the highest-performing schools. Qualitative findings explore how structural constraints and parenting practices interact to affect where children attend school.
Updated: Jun. 01, 2010
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Updated: Dec. 09, 2009
In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.
Updated: Jul. 06, 2009
The authors examine teachers' perceptions regarding students' knowledge and understanding of their learning disability. Therefore, a mix-method survey was developed to answer the following questions: (a) What are teachers' perceptions regarding students' knowledge and understanding of their learning disability? (b) What do teachers tell students about their identified learning disability? (c) What do teachers do (specific activities, lessons, discussions) to help students understand their disability and how the disability affects their academic, social, and emotional lives?
Updated: Jun. 29, 2009