Fitzgerald, Jason C.
Person
Found in 8 Collections and/or Records:
An examination of the relationship between higher education habitus and student success / social mobility, 2022
Item — Call number MU Thesis Cor
Identifier: b7931383
Abstract
The COVID-19 global health crisis has disrupted the American higher education ecosystem and exacerbated pre-existing educational challenges. In addition, it has reignited longstanding debates about higher education’s mission and purpose. One central question related to these debates is higher education’s role in ensuring student success and mobility. This quantitative study investigates the relationship between higher education habitus and student success/mobility. This study examined...
Dates:
2022
Diverse literature in the secondary ELA classroom and teachers' perceptions of curriculum change, 2022
Item — Call number MU Thesis Pal
Identifier: b7931932
Abstract
While many aspects of instructional planning, implementation, and assessment have changed in the last few decades, the literary canon taught in English classes across the United States, comprised of authors who are often White and male, has largely remained the same. This study builds on research that argues that such a canon does not support students’ intercultural and cross-cultural needs, especially as classrooms contain increasingly diverse student populations. The purpose of this...
Dates:
2022
Examining the emotional impact on educators working with trauma-affected, at-risk youth, 2020
Item — Call number MU Thesis Col
Identifier: b7930177
Abstract
The purpose of this study was to examine the emotional impact on educators working with trauma-affected, at-risk youth at a quasi-military school program located in New Jersey. The program is designed for students ages 16 to 19 who are experiencing academic difficulties and exhibiting problematic behavior inside and outside of school. The quality of social interactions with these students depends on the level of emotional intelligence of educators, who often struggle with personal...
Dates:
2020
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
Re-regulating : empowering and motivating students post-pandemic, by implementing mindfulness through the integration with social-emotional learning, 2022
Item — Call number MU Thesis Bev
Identifier: b7931424
Abstract
This mixed-methods study aimed to assess teachers’ and students’ perceptions of their mindfulness. The concept of mindfulness involves three interrelated mental skills and dispositions: (a) concentrating attention intentionally on the here and now; (b) perceiving the present moment in a calm, clear, and receptive manner; and (c) experiencing each moment just as it is without bias or judgment (Kostanski & Hassed, 2008). This study analyzed the effects that the B.R.E.A.T.H.E. (Body,...
Dates:
2022
Student ambassador program of peer-mentoring among English language learners, 2021
Item — Call number MU Thesis Vil
Identifier: b7930734
Abstract
As the percentage of immigrants in the United States continues to grow, many immigrant students deal with different types of difficulties, and struggles. The challenges an Emergent Multilingual (ESL/ELL) student experiences when they arrive in the US, and when they walk in for the first time in an American school [sic]. The purpose of this qualitative study is to answer the question: What is the impact of peer-mentoring among Emergent Multilingual...
Dates:
2021
The impacts of inquiry-based STEM instruction in preschool education, 2021
Item — Call number MU Thesis Hal
Identifier: b7930736
Abstract
Preschool education can have positive impacts on child development (Yoshikawa et al., 2016), student outcomes (Van Huizen & Plantenga, 2018) and later academic success (Clark et al., 2010). Educators need to be familiar with and capable of implementing developmentally appropriate practices for young learners to receive quality and impactful preschool instruction. The use of developmentally appropriate practices, such as inquiry-based learning, is crucial to ensuring that young...
Dates:
2021
The impacts of the C3 Framework on state social studies standards, 2022
Item — Call number MU Thesis Eva
Identifier: b7931122
Abstract
Content standards have a significant impact on the classroom as they provide a foundation on which teachers base their instruction and ensure a uniform experience in similar grade levels and settings (Ravitch, 1995; McMannon, 1997). In the field of social studies, standards not only identify the knowledge deemed worthy of consideration, they also suggest additonal desired student outcomes such as the development of agency and civic-mindedness (Ornstein, 1982).
This subject area has...
Dates:
2022