Progress in Education. Volume 78


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

This volume contains nine chapters that detail progress in education. Chapter One discusses teachers’ experiences working with traumatized students. Chapter Two presents models for classroom management. Highlighted Iin Chapter Three are four missing links in language teaching approaches methodologies as a result ofdue to globalization are highlighted. Chapter Four investigates the degree to which there were differences were present in the percentages of students who completed dual-credit courses based as a function of on their ethnicity/race and economic status. Chapter Five reveals the results of a study conducted to determine the degree to which differences were present in the distribution of Social Work Services dollars spent per student at the elementary, middle, and high school levels in Texas. Chapter Six investigates the impact of flipped classrooms with learning communities on both novice and experienced university instructors’ Technological Pedagogical Content Knowledge (TPACK). During two 5-year spans in Texas, Chapter Seven studies the breakdown of student demographic characteristics and teacher demographic characteristics by ethnicity/race, student economic status, and teacher gender in Texas during two, 5-year spans. Chapter Eight determines if using the Sail App to practice speaking Japanese with native speakers will enhance their speaking and listening ability. Lastly, Chapter Nine discusses virtually teaching motivational interviewing to kinesiology students.

Table of Contents


Chapter 1. Using Thematic Analysis to Apprehend Teachers’ Experiences of Working with Traumatized Students
Sydney Mboko1, Olaide Phillips1, Samantha Banbury1 and Joanne Lusher2
School of Psychology, London Metropolitan University, UK
2Provost’s Group, Regent’s University London, UK

Chapter 2. Classroom Management Models
Kivanc Bozkus, PhD
Department of Educational Sciences, Artvin Coruh University School of Education, Artvin, Turkey

Chapter 3. Missing Links in Language Teaching Approaches in the Context of Globalisation
Manfred Man-fat Wu, EdD
Institute for Research in Open and Innovative Education, School of Open Learning, Hong Kong Metropolitan University, Hong Kong S.A.R, China

Chapter 4. Differences in Dual Credit Completion Rates by Ethnicity/Race and Economic Status:
A Multiyear Analysis in Texas
Stacey M. Moseley and John R. Slate
Sam Houston State University, Huntsville, Texas, USA

Chapter 5. Social Work Services’ Expenditures at Texas Schools: A Statewide Multiyear Analysis
Tania M. Merik and John R. Slate
Sam Houston State University, USA

Chapter 6. Exploring Novice and Experienced University Science Instructors’ TPACK Using an Innovative Flipped Class Model
Syh-Jong Jang, PhD
Center for General Education, Asia University, Taichung, Taiwan

Chapter 7. Texas Alternative Education Campuses of Choice: A Longitudinal Descriptive Study
Daniele Jordan, Fred C. Lunenburg and John R. Slate
Sam Houston State University, USA

Chapter 8. Collaborative Language Research Between a British University and a Japanese Company in Japanese Language Teaching
Junko Winch1, Ayumi Asabe2 and Shingo Ono2
Department of Language Studies, University of Sussex, Falmer, UK
2Helte Co. Ltd, Chiba, Japan

Chapter 9. Teaching Motivational Interviewing to Kinesiology Students During the COVID-19 Pandemic: Does a Virtual Course Work?
Philip M. Wilson, Emily A. Bonisteel and Diane E. Mack
Behavioural Health Sciences Research Lab, Department of Kinesiology, Brock University, St Catharines, Ontario, Canada


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