Ross, Lavetta
Person
Found in 4 Collections and/or Records:
A comparative gender analysis of high school chemistry textbooks : a 21st century perspective, 2020
Item — Call number MU Thesis Sei
Identifier: b7930355
Abstract
Textbooks are a fundamental part of classroom instruction. Over 90% of teachers have reported using textbooks in some form, and exposure to textbook material can influence student's [sic] self-concept. However, the use of illustrations that only represent one group prevents diverse role modeling. This, it follows that the provision of diverse illustrations increases student capacity to develop self-concept. For example, highlighting female illustrations in...
Dates:
2020
Chronic absenteeism in New Jersey public schools : a statewide survey of superintendent views, 2022
Item — Call number MU Thesis Gog
Identifier: b7931145
Abstract
This study used a quantitative survey in the form of an online self-administered questionnaire to explore and describe the views of school leaders on chronic absenteeism in New Jersey public schools. The first of its kind, this statewide survey was designed for the purpose of
understanding how school leaders perceive the importance of equity in their decisions related to chronic absenteeism, the extent to which they express accountability in addressing this issue, the manner in which they...
Dates:
2022
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 open classrooms on teacher efficacy, 2020
Item — Call number MU Thesis Req
Identifier: b7930179
Abstract
This study used a mixed-method design to examine the relationship between open classrooms as a form of professional development and teacher efficacy in the arenas of instructional strategy, classroom management, and student engagement. This study was conducted with sixth to eighth grade teachers in a middle school, located in central New Jersey. Teachers were surveyed using the Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Self-Efficacy Scale (TSES) 24 question Likert scale. They...
Dates:
2020