Students entering high school often bring misconceptions about the nature of science and experimentation with them from middle school. Many also bring a belief that they are not a "science kid" and, therefore, cannot be a strong student in Biology. This belief can lead to a lack of self-efficacy and of student agency in the classroom.…

In this study, I documented, analyzed, and compared the thought processes of six high school science teachers during twenty minutes of planning for NGSS-aligned instruction. Teachers' thoughts were captured using a virtual revisit think-aloud protocol and their thoughts were analyzed and compared using a novel tool called a thinking web. A…

Students come to their high school physics classroom with experiences and knowledge that can be used to help explain physics concepts, but those experiences may not fully align with the scientifically accepted science concept. When there is a misalignment between a student's prior knowledge and the scientifically accepted concept a misconception…

This dissertation aimed to better understand how violin and viola private instructors teach Mental Practice in their studios, investigating different approaches on how to apply and teach auditory, motor, and visual imagery, score study, and auditory modeling, as well as its benefits. This research was divided into two different stages. In the…

The concentration in K-12 education on higher-order thinking has diminished the importance of math fact automaticity, which is the ability to deliver a correct answer immediately from long-term memory without impeding the working memory. This quantitative study investigated the influence of automaticity of high school students on their Missouri…

This qualitative study examines how playing levels of a fraction-themed videogame impacts students' thinking. The research question answered is: What do students' gestures reveal about the degree to which their thinking is embodied as they play a videogame that is constructed via a grounded metaphor for mathematical knowledge. Four soon-to-be…

This study examines the impact of gamification elements, in particular leaderboards, badges, and eBucks, on the cognitive engagement (CE), intrinsic motivation (IM), and self-efficacy (SE) of English Language Learners (ELLs) at a high school in the Southeastern United States. The investigation, conducted during optional weekly readings, utilizes a…

The aim of this qualitative descriptive study was to explore the cognitive, noncognitive, and sociodemographic barriers affecting the enrollment of General Educational Development (GED) holders in higher education in Alabama. The researcher sought to understand these barriers, focusing on poor academic performance, negative emotions,…

In the development of the Next Generation Science Standards (NGSS) there was a purposeful effort to not only include but prioritize science and engineering practices as part of the standards. Including the science and engineering practices in science curriculum and instruction is thought to help students understand how scientific knowledge…

Cognitive load is the effort needed to process and store information in memory and can be measured via subjective, physiological, and performance methods. Virtual reality learning environments (VRLEs) enhance science aptitude and motivate students to pursue science careers. Cognitive load is divided into three types: intrinsic, extraneous, and…

As the 21st century unfolds, the world has become increasingly fast-paced, interconnected and unpredictable compared to previous generations (McChrystal, et al., 2015). As a result, education researchers and practitioners must be prepared for the challenge of helping students better apply their knowledge to respond to the complex and novel…

The future of individual and societal progress is largely dependent on students' success following completion of K-12 education. For most traditionally aged students, this entails a journey into higher education at colleges and universities. This transition is rife with pitfalls that may lead students to stop out, fail out, or make inadequate…

The problem that this action research study addressed was the ineffective facilitation strategies used in professional development for teachers. The purpose of the study was to determine whether reflective practices impact teachers' instructional decisions. The study used Cognitive Coaching, a reflective coaching model, as its intervention. To…

Reading disabilities are the most common type of referral in schools. In non-RTI settings, evaluation of reading disabilities requires comprehensive individual evaluation of cognitive abilities and reading achievement (basic reading, reading fluency, and reading comprehension). The current study focuses on the measurement of reading comprehension…

Much of the research on first-generation college students (FGS) tends to focus on comparing this population of students to its continuing-generation peers and focuses on in-college experiences. This research looks to answer: (1) are there demographic and pre-college characteristic differences between full-time, FGS at different institutional…