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You searched for +publisher:"Andrews University" +contributor:("Bordes Henry-Saturne"). Showing records 1 – 3 of 3 total matches.

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1. Adkins, Anna. Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis.

Degree: PhD, Leadership PhD, 2017, Andrews University

The Problem Teaching mathematics can be a difficult task. United States students on comparative international mathematics assessments consistently rank near the test averages. On a national assessment, commonly called the Nation’s Report Card, more than half of American students rank as ‘not proficient’ in mathematics. The purpose of this study was to describe the strategies used by teachers with at least average mathematical knowledge for teaching. This was evidenced by their scores on the Mathematical Knowledge Test for Teaching (MKT). In addition to teacher knowledge, the study sample was selected from among schools where the five-year average was above the average curve equivalent mean. The research question was “In what ways do teachers of high achieving mathematics students deliver mathematics instruction?” Method The methodology employed was a case study. The research analyzed videos of eight mathematics teachers using the Mathematics Quality of Instruction (MQI), to analyze the quality and the usage of the instructional strategies. The MQI provided a framework to view and analyze instruction in 14 mathematics lessons in grades 1 – 8. The MQI is divided into four dimensions: Richness of the Mathematics, Working with Students and Mathematics, Teacher Error and Imprecisions, and Common Core-Aligned Student Practices. Each dimension is further divided into instructional strategies. The Richness of the Mathematics dimension has six instructional strategies: Linking Between Representations, Teacher Provided Explanations, Mathematical Sense-Making, Multiple Procedures or Solutions, Patterns and Generalizations, and Mathematical Language. Working with Students and Mathematics has two strategies: Remediation of Student Errors and Difficulties and Teacher Uses Student Mathematical Contributions. Teacher Errors and Imprecisions has three parts: Mathematical Imprecision in Language or Notation, Content Errors, and Lack of Clarity in Presentations of Mathematical Content. Common Core-Aligned Student Practices has five strategies: Students Provide Explanations, Student Mathematical Questioning and Reasoning, Students Communicate about the Mathematics of the Segment, Task Cognitive Demand, and Students Work with Contextualized Problems. The lessons were videotaped and then 7.5-minute segments were coded using the MQI framework. Results These teachers know their mathematics. Of the 80 segments analyzed only 3% contained any errors and all instruction was clear. Of the four MQI dimensions, the teachers excelled in the Richness of the Mathematics dimension. Most of the strategies in this section were used a large majority of the time. When utilizing Working with Students and the Mathematics, the teachers used student comments and provided correction to student errors when needed. Common Core-Aligned Student Practices was the least used dimension. While students did communicate mathematically, the level of their communication tended to be procedural. There were a few instances of students… Advisors/Committee Members: Shirley Freed, Janet Ledesma, Bordes Henry Saturne.

Subjects/Keywords: Mathematics; Teaching; Seventh-day Adventist; Elementary Schools; Education; Elementary Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Adkins, A. (2017). Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1641

Chicago Manual of Style (16th Edition):

Adkins, Anna. “Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis.” 2017. Doctoral Dissertation, Andrews University. Accessed February 19, 2019. https://digitalcommons.andrews.edu/dissertations/1641.

MLA Handbook (7th Edition):

Adkins, Anna. “Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis.” 2017. Web. 19 Feb 2019.

Vancouver:

Adkins A. Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 19]. Available from: https://digitalcommons.andrews.edu/dissertations/1641.

Council of Science Editors:

Adkins A. Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An MQI Analysis. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1641

2. Bayer, Betty L. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.

Degree: PhD, Educational Leadership PhD, 2017, Andrews University

Problem and Purpose Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have focused on the learning needs of millennial teachers, those newest to the profession. This study explores the professional learning practices of educators in the Seventh-day Adventist School system in North America and the factors that impact those practices, with a special focus on millennial educators. Educational leaders can use the results of this study to improve the learning opportunities available for the teachers they are responsible for supporting. Method A descriptive quantitative design was used to collect and analyze data from 749 surveys. The sample consisted of K-12 educators from across the North American Division of Seventh-day Adventists. Data was collected using a researcher-designed instrument which was administered through Survey Monkey™. SPSS™ was used for statistical analyses. Factors were identified using exploratory factor analysis, and both descriptive results and multiple regression analyses were used to assess the impact of these factors on the time spent and the number of types of professional learning that educators participate in. Findings The study showed that there is strong commitment to ongoing professional learning in the Seventh-day Adventist school system. It is also clear, however, that traditional forms of learning predominate and educators in general do not spend the sustained time needed for lasting instructional improvement. The factors that predicted time spent were different for millennial and non-millennial teachers. In general, non-millennial teachers report higher satisfaction with professional learning opportunities than do millennials. Collaborative practice has the greatest impact on both time spent and variety of types of activities, but few non-millennials and even fewer millennials report opportunities for collaboration. Conclusions and Recommendations The findings suggest that several areas need to be addressed in order to improve the professional learning experiences for educators in the system. Differentiated opportunities for learning, including the addition of non-traditional types, are needed to better meet the needs of all educators, especially millennials. More opportunities for collaboration among educators are needed, and ways of facilitating job-embedded learning need to be explored. Increased institutional support, including a willingness to explore new models, provide teacher leadership and collaboration opportunities, and consider policy changes that better reflect learning needs at various career stages, would increase teacher satisfaction with their learning opportunities and may, as a result, lead to improved instruction and increased student success. Advisors/Committee Members: Janet Ledesma, Bordes Henry Saturne, Jimmy Kijai.

Subjects/Keywords: Professional Learning; Millenials; Seventh-day Adventist Teachers; Teacher Education and Professional Development

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APA (6th Edition):

Bayer, B. L. (2017). Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1634

Chicago Manual of Style (16th Edition):

Bayer, Betty L. “Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.” 2017. Doctoral Dissertation, Andrews University. Accessed February 19, 2019. https://digitalcommons.andrews.edu/dissertations/1634.

MLA Handbook (7th Edition):

Bayer, Betty L. “Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.” 2017. Web. 19 Feb 2019.

Vancouver:

Bayer BL. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 19]. Available from: https://digitalcommons.andrews.edu/dissertations/1634.

Council of Science Editors:

Bayer BL. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1634

3. Saint-Phard, Renaude Etienne. Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study.

Degree: PhD, Higher Education Administration PhD, 2017, Andrews University

Problem The internationalization trends indicate that global growth of international students moving from one country to another is predicted to exceed 7.2 billion in 2025 (IIE, 2011)). This crossing of borders inevitably evokes that international students confront multifaceted challenges in their host country. Although many facets of research have addressed their multilayered challenges, most of these studies do not give a voice to international undergraduate students nor do they seek to understand their cultural, linguistic, curricular, and financial narratives. Most importantly, these studies do not explore how international undergraduate students cope with their challenges. It is essential to understand how international undergraduate students cope with their challenges. It is important for their adaptation, empowerment, and the Higher Education Institution’s retention, rates, resources and services rendered to them. Purpose of Study The purpose of this qualitative study was to give a voice to international undergraduate students, and explore their cultural, linguistic, curricular, and financial stories and experiences. Furthermore, this study sought to understand how international undergraduate students cope with their cultural, linguistic, curricular, and financial challenges. Method A qualitative narrative research design was used to explore the stories and experiences of 10 international undergraduate students (five males, five females) at Andrews University and to understand how they cope with their challenges. This method was chosen to facilitate an interpretative and naturalistic approach, to make sense of and simplify understanding of the coping phenomenon. The criteria for participation required that participants 1) be international undergraduate students, 2) range in grade level from freshman to senior, 3) attend Andrews University in Berrien Springs Michigan from 2014-2015, and 4) be willing to share their stories and experiences. Findings International undergraduate students at Andrews University are resilient people. Although living in a new county poses countless difficulties due to the new language, culture, curriculum, food, loneliness, stress, and financial issues, yet, the participants strategically managed to confront their challenges, motivate themselves and overcome obstacles. Integrating into a new environment while being homesick can be daunting for international undergraduate students. Furthermore, the demands of the classroom, the curricular differences, and new university rules and regulations, can be overwhelming, especially for foreign students. Nevertheless, they purposefully coped with their challenges through the assistance from the community, the university system, and family, their motivation, determination, their hope for the future, and their faith in God. Advisors/Committee Members: Gustavo Gregorutti, Jay Brand, Bordes Henry-Saturne.

Subjects/Keywords: Stories; Experience; Cultural; Financial; Coping; International Students; Higher Education; International and Comparative Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Saint-Phard, R. E. (2017). Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1635

Chicago Manual of Style (16th Edition):

Saint-Phard, Renaude Etienne. “Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study.” 2017. Doctoral Dissertation, Andrews University. Accessed February 19, 2019. https://digitalcommons.andrews.edu/dissertations/1635.

MLA Handbook (7th Edition):

Saint-Phard, Renaude Etienne. “Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study.” 2017. Web. 19 Feb 2019.

Vancouver:

Saint-Phard RE. Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 19]. Available from: https://digitalcommons.andrews.edu/dissertations/1635.

Council of Science Editors:

Saint-Phard RE. Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1635

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