Zambak, Vecihi S. (Vecihi Serbay)
Person
Found in 6 Collections and/or Records:
Examining the impact of cognates on teachers' classroom experiences and teaching emergent bilingual, 2022
Item — Call number MU Thesis Gua
Identifier: b7931102
Abstract
Emergent bilinguals are faced with three daunting tasks: acquiring a new language, building academic knowledge in various subject areas, and bridging social connections with peers and school faculty. The difficulty of these tasks has contributed to a large academic achievement gap between emergent bilingual students and their native English -speaking [sic] peers. This mixed methods study focuses on creating translanguaging spaces through the implementation...
Dates:
2022
Mathematical rigor, mastery learning, and the growth mindset : an evaluation of IXL and Khan Academy for personalized learning, 2024
Item — Call number MU Thesis Lab
Identifier: b7931852
Abstract
In an era of heightened accountability and expanding educational technology choices, mathematics educators must critically assess the effectiveness of the tools available to them. While deciding on technological tools, it is essential that we not only promote rigor in mathematics but also ensure closing learning gaps and improve students’ beliefs about their own abilities to learn. The aim of this study was to evaluate two personalized learning platforms, IXL and Khan Academy, to...
Dates:
2024
The effectiveness of Kahn Academy's SAT mathematics preparation program, 2019
Item — Call number MU Thesis War
Identifier: b7929355
Scope and Contents
From the Collection:
The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.During the fall 2022 semester (in instances where the requisite waivers were received from consenting student...
Dates:
2019
The impact of an extracurricular student leadership club on student affect, student achievement, and school technology use at the middle school level, 2021
Item — Call number MU Thesis Tra
Identifier: b7930404
Scope and Contents
From the Collection:
The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.During the fall 2022 semester (in instances where the requisite waivers were received from consenting student...
Dates:
2021
The impact of detracked curriculum and teachers' perceptions of differentiated instruction in mathematics, 2022
Item — Call number MU Thesis And
Identifier: b7931448
Abstract
To ensure that our students can compete in a global economy, successful teaching and learning of mathematics must become a priority within our schools. However, schools continue to track or group students by ability, which, in turn, systematically leaves students behind. Detracking will create a school system that provides both equity and excellence in mathematics education. Detracking encompasses more than just minor curriculum or school structure adjustment. Done correctly, detracking...
Dates:
2022
The impact of the STEAM Team Tank Design Challenge on STEM content and career interest, 2022
Item — Call number MU Thesis DAl
Identifier: b7931238
Scope and Contents
From the Collection:
The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.During the fall 2022 semester (in instances where the requisite waivers were received from consenting student...
Dates:
2022