Search

Your search keyword '"Labanca A"' showing total 3 results
Start Over Author "Labanca A" Region connecticut
3 results on '"Labanca A"'

1. Blended Instruction: Measuring the Impact of Technology-Enhanced, Student-Centered Learning on the Academic Engagement, Skills Acquisition, and Achievement of Underserved Students

Author

Nellie Mae Education Foundation, Education Development Center, Inc. (EDC), LaBanca, Frank, Oh, Youn Joo, Lorentson, Mhora, Jia, Yueming, Sibuma, Bernadette, and Snellback, Margot

Abstract

Research on blended learning's effect on student motivation has been largely limited to undergraduate and adult populations. To address this gap in research, a mixed methods approach is used to examine the impact of the STEM21 Academy's blended instructional approach on 9th-grade students' (1) engagement in science and mathematics learning; (2) acquisition of 21st century and inquiry skills; and (3) academic achievement in science. Additionally, the study examines the impact that blended instruction practices had on underserved students in particular. This study was completed within the context of a larger, longitudinal research study in 12 urban high schools in Connecticut and Massachusetts. As such, the examination is multifaceted and sits within a larger body of research that examines the affective and cognitive impact of blended instruction on students in grades 9-12. [This report was co-produced by Education Connection, one of Connecticut's six Regional Service Centers.]

Published
2015

2. Development of the STEM College-Going Expectancy Scale for High School Students

Author

Oh, Youn Joo, Jia, Yueming, Sibuma, Bernadette, Lorentson, Mhora, and LaBanca, Frank

Abstract

The STEM College-Going Expectancy Scale (STEM CGES) was developed and validated in two studies conducted during 2010 and 2011. The STEM CGES is a self-report instrument measuring college-going expectancy, specifically for science, technology, engineering, and mathematics (STEM) domains. In Study 1, 95 students in an urban high school completed an 11-item online questionnaire to measure college-going expectancy in STEM domains. Exploratory factor analysis (EFA) retained 6 out of the 11 items for inclusion. In Study 2, Confirmatory Factor Analysis (CFA) used data collected from 658 students in 31 urban, suburban, and rural high schools. The results provide strong evidence that the STEM CGES is a valid and reliable instrument for measuring college-going expectancy for STEM domains.

Published
2013

3. Impact of Problem Finding on the Quality of Authentic Open Inquiry Science Research Projects

Author

LaBanca, Frank

Abstract

Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources (students, teachers, mentors, fair directors, documents). The data demonstrated that the quality of student projects was directly impacted by the quality of their problem finding. Effective problem finding was a result of students using resources from previous, specialized experiences. They had a positive self-concept and a temperament for both the creative and logical perspectives of science research. Successful problem finding was derived from an idiosyncratic, nonlinear, and flexible use and understanding of inquiry. Finally, problem finding was influenced and assisted by the community of practicing scientists, with whom the students had an exceptional ability to communicate effectively. As a result, there appears to be a juxtaposition of creative and logical/analytical thought for open inquiry that may not be present in other forms of inquiry. Instructional strategies are suggested for teachers of science research students to improve the quality of problem finding for their students and their subsequent research projects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2008

Catalog

Books, media, physical & digital resources
See catalog results