37 results
Search Results
Now showing 1 - 10 of 37
Item Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science(North Dakota State University, 2013) Haugen, Marlen IngvardStudents' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.Item Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?(North Dakota State University, 2019) Stotz, Melissa RaeThe Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.Item An Exploratory Analysis of North Dakota Teachers' Attitudes Toward and Implementation of the Common Core State Standards: Recommendations for Professional Development Providers(North Dakota State University, 2015) Thompson, Christopher MichaelIncreases in global competition for student achievement have led to drastic changes within the field of education. In recent decades educational reforms such as No Child Left Behind (NCLB) and Race to the Top have placed a stronger emphasis on standardized testing and increased accountability for schools to promote student achievement with limited success. This has led to a state-initiated overhaul of previous educational standards in favor of a set of more rigorous, internationally benchmarked standards in math and English Language Arts (ELA) known as the Common Core State Standards (CCSS). Since 2010, adoption of the Common Core State Standards across the United States has left teachers and school districts scrambling to unpack, align, and add the new standards to their existing curricula. The author examined North Dakota teachers’ attitudes and preparedness to teach using the Common Core State Standards providing recommendations for professional development providers.Item Applying Group Perspectives: Student Behavior Change Resulting from a Co-Curricular Leadership Development Program(North Dakota State University, 2011) Almlie, Jessica MarieThis descriptive study explored undergraduate student application of leadership concepts and corresponding change in leadership behavior resulting from participation in a co-curricular leadership development program. Students who completed workshops related to effective group leadership contributed in focus group discussions regarding their application of learned skills. Students discussed applying knowledge of leadership concepts across the scope of their lives, both in and outside the classroom. This indicated a change in leadership behavior. Concepts applied emerged in five major themes: (a) addressing and managing conflict, (b) facilitating small groups, (c) appreciating and valuing diversity, (d) utilizing collaboration, and (e) accepting shared leadership. Two minor themes also emerged related to defining power and privilege and living with congruence. Implications for practice and suggestions for future research were also addressed.Item Tattoo Subculture: Creating a Personal Identity in the Context of Social Stigma(North Dakota State University, 2013) Tabassum, Naomi JoyTattooing is a growing and diversifying practice in the United States (Roberts, 2012), yet mainstream society maintains negative stigmas (Bell, 1999). Nevertheless, individuals attach personal meaning to tattooing (Atkinson, 2002; Kosut, 2000). There is little literature on the tattooed individual’s experience of social stigmatization and its impact on identity construction. This study employed a phenomenological approach to address this gap in the literature. The researcher used a semi-structured protocol to interview seven tattooed individuals (five men, two women; age range 25 - 38 years). Data analysis extracted three main themes: “identity project,” “cultural context,” and “tattoo timeline.” Findings suggest stigmas associated with tattoos remain embedded in the cultural context, most significantly within career. This finding has implications for career counseling. However, participants intentionally defined themselves outside negative stereotypes, and described a sense of community within the tattoo subculture.Item Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm(North Dakota State University, 2012) Stachler, Wendi Marie MizerThe purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.Item The Influence of Extracurricular Involvement on High School Students' Academic Achievement and Engagement in School(North Dakota State University, 2017) Miller, Courtney LynnThe purpose of this study was to examine the relationship between specific extracurricular activities and the outcomes of student achievement and student engagement. The target population was 11th -12th grade student enrolled in high schools purposely selected for having FFA. Total study participants included 237 (N) student from a purposive sample. Participants completed an instrument that combined the Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006), the Student Engagement versus Disaffection: Student Report (Skinner, Kindermann, & Furrer, 2009), and self-reported extracurricular involvement and Grade Point Average(s) GPAs and ACT scores. The results of the study indicate that students who participated in Career and Technical Student Organizations (CTSOs) have practically the same self-reported engagement and achievement as students who participated in non-CTSO activities.Item Internship Participation: Impacts on Career Outcomes and Starting Salaries(North Dakota State University, 2018) Domholt, KimberlyInternships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.Item Using the Common Measures Evaluation Tool in North Dakota: A Qualitative Study(North Dakota State University, 2019) Doll, Amelia KayeUsing a basic qualitative approach, interviews were conducted with five agents in North Dakota with a range of experiences and lengths of service to evaluate the effectiveness and implementation of Common Measures, a set of survey instruments designed to assess the impact of the 4-H program. The study addresses the culture of North Dakota Extension’s views on evaluation and the implementation of Common Measures. The use of a state-wide reporting tool to assess the 4-H program in North Dakota was perceived as necessary, however, many agents felt Common Measures, missed the mark and did not meet the North Dakota reporting. The ability to tell the story of the 4-H program and the long-term impact it has on youth is necessary to the success of any state-wide reporting venture. Additional training on how alternative forms of data collection can be used to tell the story of their program is needed.Item Mastery Learning Instruction versus Traditional Instructional Methods in Eighth Grade Language Arts(North Dakota State University, 2013) Mogen, Kelly SueThe purpose of this study was to investigate the impact of mastery learning on eighth grade language arts students primarily in terms of academic gains, but subsidiary research questions also focused on the impact of mastery learning on student sense of self-efficacy in language arts, student attitudes towards learning language arts, and on student learning styles. This study focused on the grammar portions of language arts; it did not address the reading, writing, and speaking aspects. Results from this quasi-experimental study involved 43 eighth grade language arts students from a rural, relatively homogenous school in the Midwest. Over a four month time period, it was found that mastery learning does seem to have a statistically significant positive impact on student academic success, student sense of self-efficacy, and to some extent, student attitudes towards learning. However, no statistically significant impact was found for mastery learning on learning styles.