Educational Research: Theory and Practice
Volume 35, Issue 3, 2024
Editor: Bob Ives
ISSN: 2637-8965
Here to Learn or Just Earn: College Student Motivation and Success
Zion W. Solomon — Rogers State University – Oklahoma, USA
Sonya E. Munsell — Rogers State University – Oklahoma, USA
Abstract: The study explores the influence of motivation on college students’ achievement, emphasizing the differential roles of intrinsic and extrinsic motivation. 147 college students, aged eighteen to forty-two, completed a survey consisting of the Academic Motivation Scale and the Academic Success Inventory for College Students and provided their grade point average (GPA). Findings demonstrate that intrinsically motivated individuals have higher confidence in their ability to succeed, ability to attain employment, and external motivation for the future (all indicators of success). There was no significant relationship between the different motivation types and GPA. These results suggest that confident students driven by goals that focus on the future, including their career aspirations, have higher levels of intrinsic motivation than their more extrinsically motivated peers.
Reference:
Solomon, Z. W. & Munsell, S. E. (2024). Here to learn or just earn: College student motivation and success. Educational Research: Theory and Practice, 35(3), 1-6.
License: Attribution 4.0 International
“Teaching has Become a Dangerous Profession”: Perceptions of Violence in Rural and Urban Education
Madeline Lee — University of Nevada, Reno – Nevada, USA
Melissa Perez-Barrios — University of Nevada, Reno – Nevada, USA
Kaylen Weaver — University of Nevada, Reno – Nevada, USA
Matthew Verbeke — University of Nevada, Reno – Nevada, USA
Elizabeth de los Santos — University of Nevada, Reno – Nevada, USA
Jessica Gallo — University of Nevada, Reno – Nevada, USA
Abstract: Although teacher recruitment and retention are widespread challenges in education, rural and urban counties in Nevada often feel particularly challenged. Within the research conducted, a common theme was uncovered as to why this challenge may be the case. Consistently and unprompted, inservice and preservice teachers mention their perceptions of the violence that occurs in rural and urban schools and communities.
Reference:
Lee, M., Perez-Barrios, M., Weaver, K., Verbeke, M., de los Santos, E. & Gallo, J. (2024). “Teaching has become a dangerous profession”: Perceptions of violence in rural and urban education. Educational Research: Theory and Practice, 35(3), 7-11.
License: Attribution 4.0 International
Assessing College Students’ Literacy Knowledge and Practice Growth to Impact Future Teaching: Pre-service Teacher One-on-One Intervention Outcomes Survey
Jaden L. Hernandez — The College of Idaho – Idaho, USA
Sally A. Brown — The College of Idaho – Idaho, USA
Abstract: Preparing pre-service teachers is a crucial element to consider when looking to improve student success. Many teachers are not given sufficient resources and feel unprepared when entering the profession particularly around the topic of reading instruction. This study examined the effectiveness of an undergraduate course, with an embedded community partnership, designed to train pre-service teachers in the areas of literacy assessment and intervention. In addition to this, upon completion of the course, pre-service teachers are required to take a state proctored exam, measuring the knowledge and ability to apply content that is taught throughout the course. Pre-service teachers must pass the exam in order to go on to the next phase of the education program. We measured the efficacy of the course by administering (a) a teacher knowledge survey focusing on knowledge and practice growth, and (b) the state-based literacy exam pre-service teachers are required to pass as part of their teacher training program. We found that the course, paired with the community-based individualized tutoring program, provided pre-service teachers the opportunity to gain significant knowledge about teaching literacy. They were able to immediately embed evidence-based instruction into their tutoring sessions, and they felt confident about their ability to do this.
Reference:
Hernandez, J. L. & Brown, S. A. (2024). Assessing college students’ literacy knowledge and practice growth to impact future teaching: Pre-service teacher one-on-one intervention outcomes survey. Educational Research: Theory and Practice, 35(3), 12-24.
License: Attribution 4.0 International
Moving Forward to Creating Supports for PBI Mentors and Mentees
Isabella DeLeon — University of Nevada, Reno – Nevada, USA
Megan Lindsey — University of Nevada, Reno – Nevada, USA
Susannah Muscott — University of Nevada, Reno – Nevada, USA
Taylor Whitney — University of Nevada, Reno – Nevada, USA
Mandi M. Collins — University of Nevada, Reno – Nevada, USA
Megan Beckam — University of Nevada, Reno – Nevada, USA
Abstract: Preservice teachers engage in clinical experiences with in-service teacher mentors to observe and apply theories being learned in coursework in classroom settings. Among the obstacles with clinical experiences is that mentor teachers may lack knowledge of theories being practiced by preservice teachers and may struggle to provide mentorship supports. This convergent mixed-method study engaged four undergraduate student researchers in exploring how a clinical-based course supports the development of the preservice teacher and how professional learning and mentoring experience support the development of the in-service mentor teacher. Findings indicate increases in knowledge and applications of PBI for preservice teachers and mentor teachers and increases in confidence from the in-service teachers to serve as mentors.
Reference:
DeLeon, I., Lindsey, M., Muscott, S., Whitney, T., Collins, M. M. & Beckam, M. (2024). Moving forward to creating supports for PBI mentors and mentees. Educational Research: Theory and Practice, 35(3), 25-34.
License: Attribution 4.0 International