Yes
Program Evaluation
Regression (Statistics)
Low Income
High School Students
Intervention
Quasiexperimental Design
College Attendance
Test Preparation
College Entrance Examinations
College Admission
Admissions Counseling
Program Design
Standards
Program Effectiveness
Matched Groups
Student Financial Aid
After School Programs
Reports - Evaluative
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
What Works Clearinghouse (ED)
English
High Schools
Higher Education
Postsecondary Education
The 2013 study, "Evaluation of the College Possible Program: Results From a Randomized Controlled Trial", investigated the effect of the "College Possible" program, which is designed to serve low-income high school students by providing SAT/ACT test preparation, financial aid consulting, and college admissions guidance in an after-school setting. Using data from the ACT, the National Student Clearinghouse, and the "College Possible" program, researchers examined the impact of the program on ACT scores, college applications, and college enrollment. The study meets WWC group design standards with reservations. Overall college enrollment rates were the same in both groups (about 64%). Students in the intervention group enrolled in selective institutions at a higher rate than students in the comparison group (12% vs. 5%), but this difference was not statistically significant. The author did report that the proportion of students enrolling in a 4-year institution was higher for the intervention group (45% vs. 34%), but the WWC found that this effect was not statistically significant after adjusting for multiple comparisons. The regression discontinuity (RD) design portion of this study did not meet WWC RD standards because the forcing variable does not have a sufficient number of unique values. The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. [The following study is the focus of this review: Avery, C. (2013). "Evaluation of the College Possible program: Results from a randomized controlled trial" (NBER Working Paper 19562). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org (ED544548).]
ED545294
WWC Review of the Report "Evaluation of the College Possible Program: Results from a Randomized Controlled Trial." What Works Clearinghouse Single Study Review
What Works Clearinghouse
2014-07-00
7
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
T
2015
As Provided
JAN2020
Yes
Meets Evidence Standards with Reservations
ED544548
http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=20010
Yes
Dropouts
High School Students
Interviews
Poverty
Student Surveys
Dropout Research
Attitude Measures
Decision Making
Barriers
Learner Engagement
Environmental Influences
At Risk Persons
Homeless People
Family Environment
Mixed Methods Research
Focus Groups
National Surveys
Individual Characteristics
Hynes, Michelle
Reports - Research
America's Promise Alliance
English
Secondary Education
High Schools
"Don't Call Them Dropouts" adds to the large and growing body of research about why some young people fail to complete high school on the traditional four-year timeline. While a high school diploma is only a starting line for adult success, it has become increasingly clear that it is crucial for taking the next steps in college and career. Over the past decade, there has been impressive growth in and commitment to helping more students graduate. What has been missing from much of the recent research, however, is a vibrant portrait of young people's experiences, gathered in a way that deepens the national conversation about why some young people are still failing to graduate. The Center's research team gathered the stories of more than 200 young people through 30 facilitated group interviews in 16 high-poverty, geographically distributed urban communities across the country. In addition, nearly 3,000 more young people drawn from all 50 states responded to a survey; about two-thirds of those respondents had stopped attending school for at least a semester, while the remainder had finished high school uninterrupted. A group of partner organizations, described in Appendix II, assisted with recruiting participants for both qualitative and quantitative data collection. The research was designed to answer questions like: (1) What do young people say about why they leave high school before graduating; (2) What circumstances surrounded the decision to leave; (3) What were students' lives like when they left school, and what effects has that decision had on them and on their families; (4) Why do young people say they came back to school; (5) What opportunities do young people have to re-engage after leaving school, and what barriers do they encounter along the way? Analyzing the qualitative and quantitative data led to four primary findings: (1) Both disengaging from and re-engaging with school result from clusters of factors; (2) Young people who stop going to school are likely to be navigating home, school, or neighborhood environments that they experience as toxic; (3) Connectedness to others is a high priority for young people; The value placed on these relationships can lead young people away from or toward school, depending on other circumstances; and (4) Young people who interrupted their high school education often "bounced back" from difficult circumstances, but individual resilience was insufficient to re-engage with school. Longer-term positive development, called, "reaching up," required additional support. The stories and the statistics provide important clues to how more can be learned how to provide more support of the diverse groups of young people who are leaving our nation's high schools. This research confirms that how each of us sees these young people, how we talk to them, and what we expect from them matters very much. Appended are: (1) Methodology; (2) Partner Program Descriptions; (3) Community Partner Descriptions; and (4) Tables.
ED545308
Don't Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School before Graduation
Center for Promise
2014-00-00
Target Stores/Dayton Hudson Corp.
72
Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise
N/A
2015
ERIC
JAN2020
Yes
Elementary School Students
Mathematics Instruction
Teacher Attitudes
Elementary School Teachers
Student Behavior
Attention
Mathematics
Computation
Small Group Instruction
Low Achievement
Mathematics Achievement
Mathematics Skills
At Risk Students
Tutoring
Tutors
Intervention
Comparative Analysis
Measures (Individuals)
National Competency Tests
Statistical Distributions
Correlation
Predictor Variables
Prediction
Multiple Regression Analysis
Pretests Posttests
Malone, Amelia S.
Fuchs, Lynn S.
Reports - Research
Journal Articles
Appalachia (South)
United States (Southeast)
Wide Range Achievement Test
National Assessment of Educational Progress
National Assessment of Educational Progress
Wide Range Achievement Test
English
Elementary Education
Grade 4
The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated each student's attentive behavior in an intensive small-group setting. The sample was 131 fourth-grade students identified as at risk for developing mathematics difficulties (MD) and randomly assigned to fraction tutoring. Teachers and tutors rated each student's inattentive behavior in the 10th week of the 12-week intervention period. On average, tutors rated students as more attentive than teachers. Also, tutor ratings had greater predictive power than teacher ratings on fraction concepts, but neither set of ratings uniquely predicted performance on whole-number calculations. Possible explanations for findings and directions for future research are discussed. [Note: This content is a pre-print version of the article.]
ED545392
Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement
Grantee Submission
Remedial and Special Education Jul 2014
2014-07-02
Institute of Education Sciences (ED)
National Institute of Child Health and Human Development (NIH)
10
T
http://dx.doi.org/10.1177/0741932514539855
2015
30
As Provided
JAN2020
Yes
R324C100004
HD15052
Yes
Summative Evaluation
Research Reports
STEM Education
Teacher Education Programs
Program Effectiveness
Scholarships
Institutional Characteristics
Educational Resources
Disadvantaged Schools
Accountability
Student Recruitment
Educational Opportunities
Teacher Improvement
Grants
Program Administration
Academic Achievement
School Surveys
Teacher Surveys
Interviews
Transcripts (Written Records)
Change Strategies
Program Evaluation
Audits (Verification)
Scholarship Funds
Program Implementation
Elementary Secondary Education
Questionnaires
Pedagogical Content Knowledge
Wang, Jianjun
Reports - Research
Tests/Questionnaires
California
California
English
Elementary Secondary Education
Over the past five years, California State University, Bakersfield (CSUB) recruited 39 Noyce Scholars for STEM teacher preparation in high-needs schools. As of April 1, 2014, the program has saved approximate $150,000 of NSF funding for this grant. In this summative report, program effectiveness has been examined in three aspects, "Noyce Scholar recruitment," "institutional support for teacher preparation," and "the concurrent impact on high-needs schools." The evaluation design conforms to a well-established model of Results-Based Accountability to address nine questions: (1) How much has been done in student recruitment? (2) How well did the program perform in student recruitment? (3) Did high-needs schools benefit from the Noyce Scholar recruitment? (4) How much has been done to meet STEM teacher requirements? (5) How well did the program do to enrich STEM learning opportunities? (6) Did the program benefit teacher preparation in high-needs schools? (7) How much has been accomplished in program support? (8) How well did the program do in grant administration? (9) Did the program benefit student learning in high-needs schools? Professional standards in teacher education have been incorporated to facilitate the triangulation of quantitative and qualitative data from Noyce Scholar surveys, interviews, and transcript analyses. Three recommendations are adduced to support teacher preparation during the no cost extension.
ED545563
Summative Evaluation of the CSUB Robert Noyce Scholarship Program. Report IV
Grantee Submission
2014-04-01
National Science Foundation
45
T
2015
23
As Provided
JAN2020
DUE - 0934944
Yes
Spelling
Spanish
Bilingual Education
Phoneme Grapheme Correspondence
Elementary School Students
Ford, Karen L.
Invernizzi, Marcia
Huang, Francis L.
Reports - Research
Speeches/Meeting Papers
Wisconsin
Virginia
Pennsylvania
Minnesota
California
Missouri
North Carolina
California
Minnesota
Missouri
North Carolina
Pennsylvania
Virginia
Wisconsin
English
Elementary Education
Grade 1
Grade 2
Grade 3
The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S. Findings revealed a distinct hierarchy of Spanish spelling features that move from reliance solely on sound-symbol correspondences (e.g., open syllables, closed syllables, blends, nasals, diphthongs) to word patterns (e.g., inconsistent consonants and rule-based consonants) and finally to meaning units (e.g., affixes and roots).
ED546646
The Effect of Feature Complexity in Spanish Spelling in Grades 1-3
Grantee Submission
Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Philadelphia, PA, Apr 3-7, 2014)
2014-04-06
Institute of Education Sciences (ED)
12
T
2015
16
As Provided
JAN2020
Yes
R305A090015
Yes
Information Technology
Computer Networks
Curriculum Development
Undergraduate Students
College Faculty
College Students
High School Students
Feedback (Response)
Information Security
Computer Security
Gender Differences
Ethnicity
Student Interests
Secondary School Teachers
College Curriculum
Models
Program Evaluation
Program Implementation
Wang, Jianjun
Reports - Research
California
California
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
"Models for Information Assurance Education and Outreach" (MIAEO) is an NSF-funded, three-year project to support hands-on explorations in "network security" and "cryptography" through Research Experience Vitalizing Science-University Program (REVS-UP) at California State University, Bakersfield. In addition, the program incorporates components of curriculum development for undergraduate students and public forums for community members. During the second year of grant operation, MIAEO supported completion of five research projects in the "Information Assurance" domain. The hands-on exploration occurred during a four-week summer section and involved two professors, two university student assistants, two K-12 teachers, and 18 high school students. Besides evaluating the REVS-UP impact, this report includes assessment of compelling evidence in program development across the levels of "Intended Curriculum", "Implemented Curriculum", and "Attained Curriculum". Feedback from the community outreach events has been gathered to show significant improvement of service outcome over last year. The report concludes with four recommendations to sustain the program effectiveness in the third year. The following are appended: (1) Poster Presentations of Five IA Research Projects; and (2) ISPS Speaker Event.
ED546861
Models for Information Assurance Education and Outreach: A Report on Year 2 Implementation
Grantee Submission
2014-09-15
National Science Foundation
30
T
2015
13
As Provided
JAN2020
DUE – 1241636
Yes
Online Courses
Distance Education
Educational Technology
Online Surveys
Questionnaires
High Schools
Access to Education
Dual Enrollment
Rural Schools
Social Studies
Career Education
Technical Education
English Instruction
Blended Learning
Credits
Barriers
Access to Computers
Supervision
Institutional Characteristics
Holian, Laura
Alberg, Martha
Strahl, Jack Daniel
Burgette, John
Cramer, Eric
Reports - Research
Tests/Questionnaires
Tennessee
Tennessee
Regional Educational Laboratory Appalachia (ED)
CNA Corporation
National Center for Education Evaluation and Regional Assistance (ED)
English
High Schools
Secondary Education
The purpose of this study was to increase the understanding among members of the Southwest Tennessee Rural Education Cooperative (SWTREC), a coalition of superintendents from 12 districts (half of which are rural) surrounding Memphis, about the online and distance-learning courses offered by schools that compose the Cooperative. Data for this report were collected through an online questionnaire administered by districts in the SWTREC in April 2013 and completed by one person from each participating school. Seventeen of the twenty-one high schools within the SWTREC districts responded to the survey. More than 80 percent of responding schools reported offering online or distance-learning courses in school year 2012/13. On average, schools provided more online than distance-learning courses, and they had higher enrollments in online courses. Both online and distance-learning courses were used to provide students with access to dual enrollment courses. Schools that offered online courses most often identified the opportunity for students to accelerate credit accumulation as a "very important" reason for offering the courses. Technological limitations--both the availability of technology and restricted periods when technology was available--were barriers schools perceived in offering online and distance-learning courses. A survey instrument is appended.
ED547990
Online and Distance Learning in Southwest Tennessee: Implementation and Challenges. REL 2015-045
Regional Educational Laboratory Appalachia
2014-11-00
24
Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2015
8
As Provided
JAN2020
Yes
ED-IES-12-C-0005
ED565838
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=1466
Yes
Assignments
Problem Sets
Problem Solving
Mathematical Applications
Mathematics Achievement
Grade 7
Middle School Students
Mathematics Instruction
Comparative Analysis
Discrimination Learning
Associative Learning
Instructional Effectiveness
Rohrer, Doug
Dedrick, Robert F.
Burgess, Kaleena
Reports - Research
Florida
Florida
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use the quadratic formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade seven students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. Mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72% vs. 38%, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems but also by strengthening the association between each kind of problem and its corresponding strategy. [This article was published in: "Psychonomic Bulletin & Review" v21 n5 p1323-1330 Oct 2014; http://dx.doi.org/ 10.3758/s13423-014-0588-3.]
ED548041
The Benefit of Interleaved Mathematics Practice Is Not Limited to Superficially Similar Kinds of Problems
Grantee Submission
Psychonomic Bulletin & Review v21 n5 p1323-1330 Oct 2014
2014-10-00
Institute of Education Sciences (ED)
8
T
http://dx.doi.org/ 10.3758/s13423-014-0588-3
2015
16
As Provided
JAN2020
Yes
R305A110517
Meets Evidence Standards without Reservations
http://ies.ed.gov/ncee/wwc/study/80702
Yes
Mathematics Instruction
African American Students
Middle School Students
Females
Student Attitudes
Knowledge Level
Mathematical Concepts
Mathematical Logic
Cognitive Processes
Problem Solving
Concept Formation
Qualitative Research
Statistical Analysis
Interviews
Scoring Rubrics
Morton, Crystal Hill
Journal Articles
Reports - Research
United States (Southeast)
English
Middle Schools
Secondary Education
Junior High Schools
Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority populations labeled as incompetent, unmotivated, and cognitively deficit. In the United States, African American female students are among minority populations who are often positioned as deficit when compared to the majority White population. This study investigates middle school African American female perceptions of themselves as learners and students' knowledge of the meaning of ratio, proportionality, and how to apply and explain their application of proportionality concepts by examining written problem solving strategies over a three-year period. Students' responses are analyzed according to the strategies they used to reach their final solution. The categories of strategies include no-response, guess and check, additive build up with and without a pictorial representation, and multiplicative. The majority of students in this study 86.5%, 69.2%, and 68.6% did not attempt or demonstrated no understanding in year one, two, and three respectively. Additionally, participants reported positive dispositions about themselves as mathematics learners. An appendix presents the "Conceptual Understanding Scoring Rubric."
ED548756
A Story of African American Students as Mathematics Learners
Grantee Submission
International Journal of Education in Mathematics, Science and Technology (IJEMST) v2 n3 p234-245 Jul 2014
2014-07-00
National Science Foundation
13
T
2015
43
As Provided
JAN2020
REC 0125868
Yes
Mathematics Instruction
Electronic Publishing
Computer Software
Costs
Teaching Methods
Guidelines
Mathematics Curriculum
Transformative Learning
Multimedia Materials
Communities of Practice
Mathematics Education
Program Evaluation
Instructional Materials
Student Evaluation
Mathematics Achievement
Socialization
Learning Experience
Individualized Instruction
Choppin, Jeffrey
Carson, Cynthia
Borys, Zenon
Cerosaletti, Cathleen
Gillis, Robert
Journal Articles
Reports - Research
Virginia
Virginia
English
Elementary Secondary Education
Digital content is increasingly present in U.S. K-12 classrooms, with a current push by federal officials to increase the rate at which digital textbooks are adopted. While some teachers' use of electronic resources involves locating activities and lessons from various internet sites, textbook and educational software companies have begun to develop comprehensive programs that can supplement if not fully replace traditional paper textbooks. Digital platforms can be transformative, with possibilities for frequent updating, access to multimedia resources, connection to virtual communities, lower production and distribution costs, and customized instruction. However, there have been no attempts to analyze specific programs in mathematics education with respect to these and other features, a gap we seek to address. In this article, we developed and applied a framework to analyze a representative sample of digital curriculum programs in order to help educators better understand characteristics of these materials. We documented two distinct curriculum types, individualized learning programs and digitized versions of traditional textbooks. While the programs offered some of the features identified as transformative, particularly with respect to assessment systems that rapidly and visually report student performance, there were many features that did not take full advantage of the digital medium.
ED548769
A Typology for Analyzing Digital Curricula in Mathematics Education
Grantee Submission
International Journal of Education in Mathematics, Science and Technology (IJEMST) v2 n1 p11-25 Jan 2014
2014-01-00
National Science Foundation
16
T
2015
24
As Provided
JAN2020
Yes
Algebra
Expertise
Perceptual Motor Learning
Intervention
Mathematics Instruction
Cognitive Processes
Undergraduate Students
College Mathematics
Accuracy
Equations (Mathematics)
Pretests Posttests
Instructional Effectiveness
Transformations (Mathematics)
Bufford, Carolyn A.
Mettler, Everett
Geller, Emma H.
Kellman, Philip J.
Reports - Research
Speeches/Meeting Papers
California
California
English
Higher Education
Postsecondary Education
Mathematics requires thinking but also pattern recognition. Recent research indicates that perceptual learning (PL) interventions facilitate discovery of structure and recognition of patterns in mathematical domains, as assessed by tests of mathematical competence. Here we sought direct evidence that a brief perceptual learning module (PLM) produces changes in basic information extraction. Accuracy and speed of undergraduate participants' encoding of equations was assessed in a psychophysical task at pretest and delayed posttest. In between, the experimental group completed an "Algebraic Transformations PLM," which involved identifying valid transformations of equations. Relative to controls, PLM participants showed reliable changes in encoding equations, detectable psychophysically 24 hours later. Encoding improvements were shown robustly by participants who were initially less proficient at algebra and were negligible for participants who were initially proficient. These results provide direct evidence for durable changes in information encoding produced by a PL intervention targeting a complex mathematical skill.
ED549193
The Psychophysics of Algebra Expertise: Mathematics Perceptual Learning Interventions Produce Durable Encoding Changes
Grantee Submission
Paper presented at the Annual Meeting of the Cognitive Science Society (36th, Que´bec City, Canada, Jul 23-26, 2014)
2014-07-00
National Science Foundation
Institute of Education Sciences (ED)
7
T
2015
19
As Provided
JAN2020
Yes
110922
R305A120288
R305H060070
Yes
State Standards
Mathematics Instruction
Rural Education
Mathematics Teachers
School Districts
Teacher Surveys
Teacher Attitudes
Educational Practices
Instructional Materials
Educational Quality
Needs Assessment
Curriculum Implementation
Professional Development
Interviews
Kirk, Walters
Smith, Toni M.
Ford, Jennifer
Scheopner Torres, Aubrey
Reports - Research
United States (Northeast)
Maine
New Hampshire
New York
Vermont
Maine
New Hampshire
New York
Vermont
Regional Educational Laboratory Northeast & Islands (ED)
Education Development Center, Inc.
National Center for Education Evaluation and Regional Assistance (ED)
English
This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This "Stated Briefly" report is a companion piece that summarizes the results of another report entitled "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," released on November 12, 2014. [For companion piece "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," see ED548005.]
ED549979
Gearing up to Teach the Common Core State Standards for Mathematics in the Rural Northeast Region. Stated Briefly. REL 2015-066
Regional Educational Laboratory Northeast & Islands
2014-12-00
6
Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2015
5
As Provided
JAN2020
Yes
ED-IES12-C-0009
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=331
Yes
Educational Research
Enrollment
Attendance
Foreign Countries
Elementary Secondary Education
Enrollment Rate
Influences
Black, Aime T.
Seder, Richard C.
Kekahio, Wendy
Reports - Research
United States
Micronesia
Marshall Islands
Palau
Pacific Region
Cook Islands
Fiji
Kiribati
Niue
Papua New Guinea
Samoa
Solomon Islands
Tonga
Tuvalu
Vanuatu
Cook Islands
Fiji
Kiribati
Marshall Islands
Niue
Palau
Papua New Guinea
Samoa
Solomon Islands
Tonga
Tuvalu
United States
Vanuatu
Regional Educational Laboratory Pacific (ED)
National Center for Education Evaluation and Regional Assistance (ED)
McREL International
English
Elementary Secondary Education
In some areas of the Regional Educational Laboratory (REL) Pacific Region, between one-fourth and a half of secondary school-age students are not enrolled in school. Not being enrolled in school or being chronically absent can have lasting effects on students' economic and social development. This REL Pacific report summarizes research on nonenrollment and chronic absenteeism from the United States and emergent nations that share characteristics with Pacific island nations. Four types of factors influence student nonenrollment and absenteeism: student-specific, family-specific, school-specific, and community-specific. Many of these potential factors are interconnected, and the effects of these factors may vary by region. Therefore, educators, policymakers, and family and community members in the Pacific Region may need to gather additional data in order to explore these factors in their own communities. Stakeholders can also use this review to begin to identify the root causes for why students are not in school in order to develop and implement targeted strategies to support student enrollment and attendance. The following are appended: (1) Calculating the net enrollment rate; (2) Net enrollment rates in Pacific island nations; and (3) Data collection and methodology.
ED549980
Review of Research on Student Nonenrollment and Chronic Absenteeism: A Report for the Pacific Region. REL 2015-054
Regional Educational Laboratory Pacific
2014-12-00
25
Regional Educational Laboratory Pacific. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2015
44
As Provided
JAN2020
Yes
ED-IES-12-C0010
ED555740
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=2458
Yes
Educational Research
Federal Programs
Regional Programs
Regional Characteristics
Teacher Effectiveness
Family School Relationship
School Community Relationship
Career Readiness
College Readiness
Information Systems
Elementary Secondary Education
Higher Education
Community Colleges
Profiles
Reports - Descriptive
American Samoa
Northern Mariana Islands
Federated States of Micronesia
Guam
Hawaii
Marshall Islands
Palau
American Samoa
Federated States of Micronesia
Guam
Hawaii
Marshall Islands
Northern Mariana Islands
Palau
Regional Educational Laboratory Pacific (ED)
McREL International
English
Elementary Secondary Education
Higher Education
Postsecondary Education
Two Year Colleges
REL Pacific is one of ten Regional Educational Laboratories established and funded by the U.S. Department of Education's Institute of Education Sciences. Their region encompasses approximately 4.9 million square miles and serves seven Pacific island entities, including American Samoa; the Commonwealth of the Northern Mariana Islands; the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei and Yap); Guam; Hawai'i; the Republic of the Marshall Islands; and the Republic of Palau. REL Pacific is housed at McREL International's Pacific Center for Changing the Odds (PCCO) in Honolulu, Hawai'i, a private nonprofit corporation that draws upon the best of education research to translate what works into innovations and results. REL Pacific supports "research alliances" that bring together key stakeholders to work collaboratively to address problems and questions of high priority and relevance to Pacific education, including: (1) Strengthening Teacher Effectiveness: a focus on increasing teachers' qualifications, determining characteristics of effective teachers, and identifying the best classroom practices to impact student outcomes; (2) Engaging Families and Communities in Education: a focus on connecting schools, families, and communities to work together to support learning; (3) Ensuring Career and College Readiness: a focus on preparing students to enter the workforce or to pursue college or technical education upon exiting Pacific high schools; and (4) Optimizing Data Systems: a focus on developing, maintaining, and use using data systems effectively and efficiently. REL Pacific, gathers information on the needs in the region from these research alliance members, the Governing Board, the community at large, and through reviews of education research and practice data and reports. Within each entity, REL Pacific has also partnered with a "locally-based consultant," an on-the-ground education expert who helps coordinate services within the entity. The following geographic profiles provide information on the history, demographics, and education statistics of REL Pacific's unique service region, as well as the focus of the work being conducted in each entity. A list of resources is provided.
ED550090
About the REL Pacific Region
Regional Educational Laboratory Pacific
2014-11-00
12
Regional Educational Laboratory Pacific. Available from: McREL International, 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. Tel: 877-768-9222; Tel: 808-692-0500; e-mail: RELpacific@mcrel.org; Web site: http://relpacific.mcrel.org
N/A
2015
ERIC
JAN2020
Yes
ED-IES-C-12-0010
Yes
Regional Characteristics
Educational Resources
Education Service Centers
Research Projects
Management Information Systems
Foreign Countries
Conference Papers
Reference Materials - Bibliographies
Reports - Descriptive
American Samoa
Northern Mariana Islands
Micronesia
Guam
Hawaii
Marshall Islands
Palau
American Samoa
Guam
Hawaii
Marshall Islands
Northern Mariana Islands
Palau
Regional Educational Laboratory Pacific (ED)
McREL International
English
REL Pacific at McREL, one of 10 Regional Educational Laboratories (RELs) funded by the Institute of Education Sciences (IES), serves educators in American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawai'i, the Republic of the Marshall Islands, and the Republic of Palau. REL Pacific is committed to providing educators with resources that support the development of a deep and cohesive body of knowledge in the priority topic areas of strengthening teacher effectiveness, engaging families and communities in education, ensuring college and career readiness, and optimizing data systems. In this Research Digest, the reader will find information on the purpose and design of several REL Pacific studies, the laboratory Ask-a-REL service, and available REL Pacific resources. [For Volume 2, see ED550091.]
ED550092
Presented by REL Pacific at McREL: Available Resources and Work in Progress. Research Digest. [Volume 1]
Regional Educational Laboratory Pacific
2014-02-00
8
Regional Educational Laboratory Pacific. Available from: McREL International, 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. Tel: 877-768-9222; Tel: 808-692-0500; e-mail: RELpacific@mcrel.org; Web site: http://relpacific.mcrel.org
N/A
2015
ERIC
JAN2020
Yes
ED-IES-C-12-0010
Yes
Demography
Population Distribution
Official Languages
Language of Instruction
Institutional Characteristics
Regional Characteristics
Educational Practices
Maps
Concept Mapping
Foreign Countries
Comparative Analysis
Educational Facilities
Guides - General
Reports - Evaluative
United States
American Samoa
Northern Mariana Islands
Micronesia
Guam
Hawaii
Marshall Islands
Palau
American Samoa
Guam
Hawaii
Marshall Islands
Northern Mariana Islands
Palau
United States
McREL International
Regional Educational Laboratory Pacific (ED)
English
The Pacific region is comprised of American Samoa, the Commonwealth of the Northern Mariana Islands (CNMI); the Federated States of Micronesia (FSM)-Chuuk, Kosrae, Pohnpei, and Yap; Guam; Hawai'i; the Republic of the Marshall Islands; and the Republic of Palau. This document begins by providing a map of the REL Pacific region overlaid on a map of the United States for comparison. It then goes on to show the work that REL addresses within each entity along with the following information collected for each entity: (1) Number of Students per Teacher; (2) Population Demographics; (3) Official Languages, and Language of Instruction; and (4) Institutions of Learning.
ED550095
Getting to Know Education in the Pacific Region
Regional Educational Laboratory Pacific
2014-00-00
1
Regional Educational Laboratory Pacific. Available from: McREL International, 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. Tel: 877-768-9222; Tel: 808-692-0500; e-mail: RELpacific@mcrel.org; Web site: http://relpacific.mcrel.org
N/A
2015
ERIC
JAN2020
Yes
Yes
Data
Information Sources
Access to Information
State Departments of Education
Public Agencies
Schools
Educational Indicators
Accountability
College Readiness
Career Readiness
Public Schools
Hawaiians
Educational Attainment
Federal Legislation
Educational Legislation
State Surveys
National Surveys
Census Figures
Special Education
High School Graduates
Child Health
Limited English Speaking
Community Surveys
Federal Programs
School Effectiveness
Universities
Elementary Secondary Education
Social Indicators
Academic Degrees
Enrollment
Early Childhood Education
National Competency Tests
Institutional Characteristics
School Districts
Science Education
Engineering Education
Reports - Evaluative
Guides - General
Hawaii
Youth Risk Behavior Survey
Individuals with Disabilities Education Act
No Child Left Behind Act 2001
National Assessment of Educational Progress
Hawaii
Individuals with Disabilities Education Act
No Child Left Behind Act 2001
National Assessment of Educational Progress
Youth Risk Behavior Survey
Regional Educational Laboratory Pacific (ED)
McREL International
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Elementary Secondary Education
Early Childhood Education
Effective evidence-based action requires getting the right data into the right hands at the right time to help make decisions. The Data Quality Campaign (2011) has provided suggestions to state education agencies for effectively using data within state longitudinal data systems. One suggestion is to identify "the variety of ways available data can be used and the types of analyses required to answer critical policy questions". In addition to answering policy questions, publicly available data sources have the potential to assist educators, policy makers, and other education stakeholders in Hawai'i with making evidence-based decisions related to education policy, programming, and support. As such, this document provides guidance to education researchers on how to access publicly available data sources, the questions that can be supported by the data sources, and the limitations of the data sources in order to support the advancement of education research and evidence-based decision making in Hawai'i. To identify available sources of publicly available data specific to Hawai'i, REL Pacific researchers solicited recommendations from 2013 Annual Hawaii Partnership for Educational Research Consortium (HPERC) Symposium attendees. REL Pacific researchers examined the list provided by the symposium attendees to identify data sources that were publicly available, Hawai'i-specific, and address at least one of HPERC's nine research priority areas (see Appendix A for the methods used to vet the data sources for inclusion in this document). The nine HPERC priority areas are: (1) Teacher training; (2) Technology-supported curriculum/use of technology in the classroom; (3) English language learner services and support; (4) Teacher evaluation; (5) Graduation rate; (6) Model schools/best practices; (7) NCLB requirement waivers/redefining school success; (8) Instructional time; and (9) Special education services. The data sources included in this document are divided into state and national data sources. Of the 11 state data sources, the Hawaii State Department of Education maintains four, Kamehameha Schools houses three, and the University of Hawai'i (UH) manages four. For the national data sources, the Department of Education maintains two data sources, Department of Health and Human Services houses two data sources, the Department of Labor maintains one data source, the National Science Foundation maintains one data source, and the U.S. Census Bureau houses one data source, totaling seven national data sources. In total, in-depth information on 18 publicly available, Hawai'i-specific data sources that can be used by education researchers to address at least one of HPERC's nine research priority areas is provided in this document. The following are appended: (1) Methodology; (2) Data Source Table; (3) Accountability Data Center; (4) College and Career Readiness Indicators Reports; (5) Hawaii Public Schools Reports for IDEA Part B; (6) Strive HI Performance System; (7) After Graduation Plan for KS Class of 2006; (8) Native Hawaiian Educational Attainment Charts; (9) No Child Left Behind, 2004; (10) Center on the Family Data Center; (11) Hawai'i School Health Survey: Youth Risk Behavior Survey; (12) Institutional Research and Analysis Office; (13) KIDS COUNT Data Center; (14) State Education Data Profiles (Common Core of Data); (15) 2009-10 & 2011-12 District or School Reports (Civil Rights Data Collection); (16) Detailed Data Tables (Civil Rights Data Collection); (17) State and National Estimations (Civil Rights Data Collection); (18) National Survey of Children with Special Health Care Needs; (19) National Survey of Children's Health; (20) Special Tabulations of U.S. Census Data--Limited English Proficiency; (21) Science and Engineering Indicators 2014 State Data Tool; and (22) U.S. Census Bureau's 2008-2012 American Community Survey 5-Year Estimates.
ED550097
Guidance Materials to Support the Use of Hawai'i-Specific, Publicly Available Data Sources
Regional Educational Laboratory Pacific
2014-03-00
Researchers
166
Regional Educational Laboratory Pacific. Available from: McREL International, 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. Tel: 877-768-9222; Tel: 808-692-0500; e-mail: RELpacific@mcrel.org; Web site: http://relpacific.mcrel.org
N/A
2015
20
ERIC
JAN2020
Yes
ED-IES-C-12-0010
Yes
Foreign Countries
Motivation Techniques
Foreign Nationals
English Teachers
Second Language Instruction
College Preparation
Secondary Education
Sex Role
Teaching Experience
Study Abroad
Universities
High Schools
Private Schools
Self Esteem
Questionnaires
Statistical Analysis
Correlation
Solak, Ekrem
Bayar, Adem
Journal Articles
Reports - Research
Turkey
Turkey
ISSN-2201-6333
English
Secondary Education
Higher Education
Postsecondary Education
High Schools
Motivation can be considered one of the most important factors determining success in language classroom. Therefore, this research aims to determine the variables influencing the motivational strategies used by non-native English teachers in Turkish context. 122 non-native English teachers teaching English at a state-run university prep school participated in this research and Motivational Strategies Questionnaire prepared by Cheng & Dörnyei (2007) was used as a data collection instrument. The questionnaire was composed of two sections. In the first section, demographic data were collected about the gender, years of experience, types of schools served and the state of attendance abroad of the participants. The second section involved ten scales and totally 48 items ranging from often to never. The results of the study revealed that English teachers used each motivational strategy more than average and there was no significant difference between motivational strategy use and gender, the year of experience, the type of school of served and the state of attendance abroad. An appendix presents the Motivational Strategy Questionnaire (Cheng and Dörnyei, 2007) Scale and Constituents.
ED550518
The Factors Influencing the Motivational Strategy Use of Non-Native English Teachers
Online Submission
International Journal of Education and Research v2 n2 p1-12 Feb 2014
2014-02-00
12
N/A
2015
20
As Provided
JAN2020
Yes
Spelling
Vocabulary
Pronunciation
Difficulty Level
Kindergarten
English Language Learners
Story Reading
Receptive Language
Definitions
Reading Aloud to Others
English (Second Language)
Second Language Learning
Instructional Effectiveness
Pretests Posttests
Second Language Instruction
Vadasy, Patricia F.
Sanders, Elizabeth A.
Journal Articles
Reports - Research
Peabody Picture Vocabulary Test
Expressive One Word Picture Vocabulary Test
Wide Range Achievement Test
Woodcock Reading Mastery Test Revised
Flesch Kincaid Grade Level Formula
Flesch Reading Ease Formula
Expressive One Word Picture Vocabulary Test
Flesch Kincaid Grade Level Formula
Flesch Reading Ease Formula
Peabody Picture Vocabulary Test
Wide Range Achievement Test
Woodcock Reading Mastery Test
English
Kindergarten
Primary Education
Early Childhood Education
In this exploratory study the researchers examined examine the value of exposure to the spelling and pronunciation of word forms when introducing the meanings of new and difficult vocabulary words. Researchers randomly assigned kindergarten English learners to one of two types of storybook reading delivered by tutors. Students received individual storybook reading. Students in both treatments listened to short stories containing novel target words. In both groups, students were told the meanings of the difficult words when they first appeared in the stories. However, in one of the groups (Definitions-Plus), students were also shown the printed words when they first appeared in the stories, and were asked to pronounce and spell the words aloud. Vocabulary learning was assessed with three researcher-designed measures including receptive vocabulary, vocabulary definitions, and spelling. Results showed that both groups made significant gains on all three custom measures, with average gains of 8%, 4%, and 3%, respectively. Moreover, the Definitions-Plus group had significantly greater spelling gains (d = 0.57), and exhibited similar, albeit nonsignificant, trends on vocabulary gains (ds = 0.30 and 0.41 for receptive and definitional vocabulary, respectively). Results extend previous studies' results to younger English learner students on general benefits of novel word exposure in story contexts, and specific benefits for spelling and pronunciation practice in learning new words. Two appendixes provide supplemental tables on "Target and Distractor Word Characteristics" and "Story Characteristics."
ED550749
Incremental Learning of Difficult Words in Story Contexts: The Role of Spelling and Pronouncing New Vocabulary
Grantee Submission
Reading and Writing: An Interdisciplinary Journal Sep 2014
2014-09-24
Institute of Education Sciences (ED)
41
T
http://dx.doi.org/10.1007/s11145-014-9529-9
2015
59
As Provided
JAN2020
Yes
R305A130700
Yes
Intelligent Tutoring Systems
Natural Language Processing
Semantics
Abstract Reasoning
Lexicology
Predictor Variables
Discourse Analysis
Dialogs (Language)
Learning Processes
Task Analysis
Gender Differences
Physics
Introductory Courses
College Students
Problem Solving
Lipschultz, Michael
Litman, Diane
Katz, Sandra
Albacete, Patricia
Jordan, Pamela
Journal Articles
Reports - Research
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
Post-problem reflective tutorial dialogues between human tutors and students are examined to predict when the tutor changed the level of abstraction from the student's preceding turn (i.e., used more general terms or more specific terms); such changes correlate with learning. Prior work examined lexical changes in abstraction. In this work, we consider semantic changes. Since we are interested in developing a fully-automatic computer-based tutor, we use only automatically-extractable features (e.g., percent of domain words in student turn) or features available in a tutoring system (e.g., correctness). We find patterns that predict tutor changes in abstraction better than a majority class baseline. Generalisation is best-predicted using student and reflection features. Specification is best-predicted using student and problem features.
ED551067
Predicting Semantic Changes in Abstraction in Tutor Responses to Students
Grantee Submission
International Journal of Learning Technology v9 n3 p281-303 2014
2014-00-00
Institute of Education Sciences (ED)
23
T
http://dx.doi.org/10.1504/IJLT.2014.065753
2015
46
As Provided
JAN2020
Yes
R305A10063
No
Standardized Tests
High Stakes Tests
State Standards
Educational Testing
Benchmarking
Statistical Data
Statistical Analysis
Information Utilization
Language Arts
Surveys
Lowe, Ramona
Dissertations/Theses - Doctoral Dissertations
Texas
Fisher Exact Probability Test
Texas
English
The primary purpose of this study was to provide quantitative data on the use of released Texas Assessment of Knowledge and Skills (TAKS) exams as benchmark test instruments in a sample population. Teachers have expressed concern over "teaching to the test," especially with the use of benchmark testing. This study was specifically undertaken to determine the extent of this practice, especially in light of published material from Texas Education Agency (TEA) that states this practice is not an appropriate use of the released instrument. An additional purpose was to gain quantitative data on the use of data harvested from both benchmark administrations of TAKS instruments and actual TAKS administrations in decision-making. Related literature was reviewed at length to trace the history of the testing movement and conduct a detailed examination of its current context. District level supervisors/coordinators of English language arts from the North Central Texas area were chosen as the sample population for a brief survey questioning the use of released TAKS exams and the subsequent use of data harvested from those benchmark assessments, as well as the use of actual TAKS scores. Survey questions were developed and tested for validity and reliability before being sent to the survey pool of 75 educators from districts in a target area having a combined student population of 625, 797 according to TEA enrollment reports. The response rate was 52%. The survey was administered via SurveyMonkey(TM), and data were gathered and analyzed using descriptive statistics to establish quantitative terms on the use of the practices, and also using inferential statistics through SPSS, specifically using chi square tests and a Fisher's Exact Test to determine if there was a relationship between school district composition and the use of these practices. The test also contained two open-ended questions allowing for more elaboration. The percentage of respondents who indicated that their districts used released TAKS tests as benchmark instruments was 68.3%, with 80.5% disaggregating the data from both these administrations and actual TAKS tests. That number rose to 98.6% when adding those who said they only disaggregated data occasionally. Only 1.0% of respondents said they never disaggregated TAKS data. However, not quite half (47.5%) said their districts always or frequently used TAKS data alone to make important decisions regarding student interventions. Slightly more than one-third (37.5%) indicated that the results of a benchmark exam had an impact on district instructional/curricular decisions. Over half (52%) indicated their districts used the released TAKS exams in full scale rehearsals that significantly interrupted the school day to prepare for actual administration. Additionally, the respondents expressed their main concerns for the transition from TAKS to STAAR. The implication is more districts are using multiple data sources to inform their data-driven applications, even though many districts utilize released TAKS exams as benchmark instruments. Further research is suggested regarding the assessment literacy of educators, particularly in relation to the use of a summative test for harvesting diagnostic data as Texas transitions to the new STAAR/EOC exams. [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.]
ED551088
"...But the Light's Better Here," He Said: Mischance, Misapplication and Misdirection in Data-Driven Applications
ProQuest LLC
Ph.D. Dissertation, The University of Texas at Arlington
2012-00-00
978-1-2677-2564-6
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543593
2015
As Provided
JAN2020
No
Transformational Leadership
Leadership Styles
Job Satisfaction
Employee Attitudes
Military Personnel
Computer Software
Correlation
Questionnaires
Surveys
Regression (Statistics)
Statistical Analysis
Johnson, Kevin A.
Dissertations/Theses - Doctoral Dissertations
Multifactor Leadership Questionnaire
Multifactor Leadership Questionnaire
English
The purpose of this quantitative correlational study was to examine the possible relationship between transformational leadership style behaviors and the influence it had on employee satisfaction. The information presented in this study involved virtual team members at the Defense Contract Management Agency, Navy Special Emphasis Operations. The aims of the study was to examine the influence of transformational leadership style as measured by Multifactor Leadership Questionnaire (Bass & Avolio, 2004) and employee satisfaction, as measured by the Spector's Job Satisfaction Survey (JSS) (Spector, 1997). The analyses utilized a Pearson Product-Moment Correlation Coefficient (two tailed) and a regression analyses was used to investigate the relationship between the two variables. The statistical analysis was conducted by using the Statistical Package for the Social Sciences (SPSS) version 10.0 and in an Excel spreadsheet to foster congregate validity to the statistical findings. In each condition, the software programs were in agreement. Therefore, the survey data from the JSS revealed that virtual team members within the sample population experienced higher levels of employee satisfaction with virtual team leaders who adapt and use leadership style behaviors that lean more towards transformational leadership style behaviors than transactional leadership style behaviors. The survey data from the MLQ revealed that virtual team leaders within the sample population showed that employee job satisfaction and transformational leadership style as measured by the PPMCC had a statistically significant positive correlation. [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.]
ED551095
Virtual Leadership: The Influence of Transformational Leadership Style on Employee Satisfaction at the Defense Contract Management Agency
ProQuest LLC
Ed.D. Dissertation, Grand Canyon University
2012-00-00
978-1-2677-2613-1
235
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543623
2015
As Provided
JAN2020
No
Science Instruction
Students
Learner Engagement
Interpersonal Relationship
Scientific Attitudes
Student Attitudes
Sikorski, Tiffany-Rose J.
Dissertations/Theses - Doctoral Dissertations
English
Education research continues to struggle with how to characterize students' engagement in the doing of science. Too often, educators and researchers reduce doing science to learning particular facts and explanations, or participating in narrowly-defined, de-contextualized ways of reasoning and arguing. In this dissertation, I review prominent work that attempts to characterize students' engagement in one aspect of doing science--seeking coherence. By seeking coherence, I mean trying to make information "hang together" in meaningful, mutually consistent ways. Using examples from a variety of science classrooms, I show that these prominent approaches fail to provide substantive accounts of students' work to form connections between information. To address those weaknesses, I develop, refine and illustrate an alternative perspective on coherence seeking in science education, one that emphasizes what information students are trying to fit together, how they are trying to fit it together, and toward what ends. [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.]
ED551098
Developing an Alternative Perspective on Coherence Seeking in Science Classrooms
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2677-2592-9
291
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543610
2015
As Provided
JAN2020
No
Dual Enrollment
Conventional Instruction
High Schools
Higher Education
Acceleration (Education)
College Preparation
Rural Schools
High School Students
Student Attitudes
Student Surveys
Demography
School Counselors
Barriers
Advanced Placement Programs
School Culture
Educational Environment
Qualitative Research
Mansell, Nicole
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study involved identifying, categorizing, and comparing critical incidents related to qualifying dual credit high school students' decisions to enroll or not to enroll in dual credit coursework in either a traditional or early college high school. The purpose of the study was: (a) to identify the reasons qualifying students decide to enroll in dual credit courses in a traditional or early college high school and (b) to identify the reasons qualifying students choose the traditional versus the early college high school. For this qualitative study, the research method employed was the Critical Incident Technique (CIT) developed by John Flanagan in 1954. The study, conducted in the fall of 2011, employed a written survey to obtain demographic information and the critical incident data. The study was conducted by appointed high school counselors at both high schools--traditional and early college. Both schools were located within the same school district. Total participants in the study totaled 139. The researcher, along with the help of a dual credit expert panel, identified, categorized, counted, and reported a total of 643 incidents--340 effective and 303 ineffective critical incidents. For both enrolled traditional and early college high school students, "Incentives and Challenges" was the most frequent reason students cited for enrolling in dual credit. Both types of students also indicated "Culture/Atmosphere" as the top reason they chose to attend one school versus the other. Not enrolled traditional high school students cited the "Advanced Placement Course" category as the top reason they chose not to enroll in dual credit. These students also cited "Culture/Atmosphere" as the main reason they chose the traditional versus the early college high school. Not enrolled early college high school students cited "Personal Hindrances" as the key reason for not enrolling in dual credit. This same category was also cited as the top reason that early college students gave for choosing the early college versus the traditional high school. Recommendations for further research are presented. [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.]
ED551100
Dual Credit: Traditional and Early College High School in a Rural North Central Texas Town
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2677-5048-8
236
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544440
2015
As Provided
JAN2020
No
Information Systems
Computer Science Education
College Graduates
Qualitative Research
Case Studies
Job Skills
Undergraduate Study
Attitudes
Simon, DeShea A.
Dissertations/Theses - Doctoral Dissertations
United States (East)
English
Higher Education
Postsecondary Education
This study examined the academic preparation and job skill needs of information systems program graduates from institutions in an Eastern state, from their perspective. A historical review of the literature surrounding IS skill requirements was conducted for this study to provide the changes in IS over the past several decades. Providing a historical look at the literature will place into perspective the fact that the field changes rapidly, causing the need for the IS professional to also continuously change. The study employed a nonexperimental, qualitative research design to allow a descriptive interpretation of the views of recent IS graduates. Such an investigation provides insight into the effectiveness of undergraduate programs and identifies areas for collaboration and improvement in the development of IS graduates for the work force. The results of the study revealed that a consensus exists regarding the perceptions of the skills needed for the IS worker. However, graduates are concerned about how these skills are being delivered in order to develop competent IS professionals for the work force. [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.]
ED551101
Information Systems Program Graduates: A Qualitative Case Study of Graduates' Preparation and Job Needs
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3627-7
105
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544059
2015
As Provided
JAN2020
No
Crowding
Psychological Patterns
Short Term Memory
College Students
Daniel, Lisa
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study investigated the effects of crowding combined with mood on working memory performance among college students. [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.]
ED551102
Effects of Crowding Combined with Mood on Working Memory Performance among College Students
ProQuest LLC
Ph.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2677-5149-2
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544462
2015
As Provided
JAN2020
No
Oral History
Urban Youth
Disproportionate Representation
Special Education
Minority Group Students
Public Schools
Elementary Secondary Education
Disabilities
Labeling (of Persons)
Critical Theory
Race
Wright, Shalene R.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
This study uncovered some experiences and perspectives of four students of color during their educational journey through K-12 public schools as students identified with high incidence disabilities in school systems that exhibited ethnic disproportionality in special education. The participants reflected on their experiences to provide detailed accounts of being special education students and minorities. The lenses of labeling theory and critical race theory were used as guides to discuss macro and micro connections to existing literature while remaining true to each participant's life story. [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.]
ED551107
Oral Histories of Four Urban Youth Affected by Disproportionality in Special Education
ProQuest LLC
Ed.D. Dissertation, California State University, Los Angeles
2012-00-00
978-1-2677-3417-4
252
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543970
2015
As Provided
JAN2020
No
Authors
Writing (Composition)
Writing Attitudes
Rhetoric
Writing Processes
Documentation
Grammar
Literary Genres
Punctuation
Language Usage
Laboratories
Writing Instruction
Electronic Mail
Universities
Elder, Cristyn L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Much of the literature in the field of rhetoric and composition narrates the stories of writers and their writing as told by teachers, administrators, and researchers. In an effort to bring writers' voices to the forefront of these stories, this empirical study examines the types of questions and concerns writers have about writing as submitted through Purdue University's OWL Mail. This dissertation examines OWL Mail users' inquiries submitted from 2006 to 2010 and identifies 60 different question types and the frequency with which they are asked. Demographic data by question type is also collected. This study categorizes users' inquiries into the following top nine question types: Documentation Style, Grammar, Beyond the Scope of OWL Mail, Format, Genre, Punctuation, Word choice/form/usage, Unclear, and Resources. The final chapter describes the implications of these results and how they might shape our pedagogical and research practices in the writing center, online, and in the composition classroom. These implications will help to reshape the stories we tell about writers and their writing. [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.]
ED551108
"Dear OWL Mail": Reshaping Our Stories about Writers and Writers' Concerns
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-3804-2
141
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544133
2015
As Provided
JAN2020
No
Allied Health Occupations Education
Attendance
Learner Engagement
Adult Students
Vocational Education Teachers
Student Attitudes
Teacher Attitudes
Qualitative Research
Case Studies
Content Analysis
Adult Vocational Education
Miller, Russell
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Adult nonlicensed students can experience diminished engagement and increased absenteeism while attempting to complete medical assistant programs. The purpose of this qualitative, multisite narrative case study was to explore the perceptions, meanings, and interpretations of instructors and students. The theoretical foundation focused on the characteristics influencing adult student absenteeism and diminished engagement. Content analysis by interpretation was performed after conducting one-on-one interviews with 4 vocational instructors and 3 students. Data were then coded and categorized. Results indicated that teachers allow students to make up missed classes, but this repeated behavior does not adequately prepare the student for the workforce; students forgo inquiry for a counselor due to personal embarrassment and unknowingly dismiss available resources, students comprehension of materials due to learning at different pace and social awkwardness negatively impact outcomes, and students often find it difficult to cultivate relationships due to poorly developed interpersonal skills. These findings were used to create a modular professional development program for vocational school personnel and instructors. These modules provide a conduit for enabling social change by providing academic leaders reference materials that positively influence student outcomes in order to deliver the patient care required in today's ambulatory care settings across the United States. [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.]
ED551113
Perceptions of Absenteeism and Diminished Engagement among Instructors and Nonlicensed Students in Medical Assistant Programs
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-3398-6
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543963
2015
As Provided
JAN2020
No
Beginning Principals
Administrator Attitudes
Qualitative Research
Case Studies
Mentors
Transformational Leadership
Social Support Groups
Suburban Schools
School Districts
Job Satisfaction
Focus Groups
Surveys
Interviews
Walters-Brazile, Belinda
Dissertations/Theses - Doctoral Dissertations
English
This qualitative case study examined first through fifth year principals and their perceptions of necessary job-related supports to successfully fulfill their professional role. The purpose of this study was to examine beginning principals' experiences regarding leadership support they received during their first year in the principalship. This information was used to develop a principal mentoring program for a large suburban school district. The theoretical framework for this study was grounded in Burns' theory on transformational leadership. Transformational leadership promotes an environment that encourages and supports school personnel and empowers others within the organization. The case study design employed multiple sources of data collection including a survey (Principal Induction Mentoring Survey) and a focus group interview with four novice principals. A qualitative content analysis was used to analyze all data. Categorical data were analyzed descriptively and interview data were coded for reoccurring themes and further analyzed through member checking. Key findings indicated that beginning principals perceive a benefit from being assigned a mentor during their first year in the principalship. School districts can provide beginning principals with job-embedded supports by developing effective mentoring programs that aid in transitioning to the role of the principal. This study contributes to social change by helping school districts recognize the importance of supporting beginning school principals. Potential benefits to school districts could include higher retention rates, reduction in cost of recruiting school leaders, and increased levels of job satisfaction. [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.]
ED551114
Beginning Principals' Perceptions of Necessary Job-Related Supports
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-3315-3
177
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543948
2015
As Provided
JAN2020
No
Principals
High Schools
Educational Change
Accountability
Urban Education
Case Studies
Discourse Analysis
Administrator Attitudes
Administrator Behavior
Job Satisfaction
School Administration
State Departments of Education
State Standards
Labor Turnover
Public Schools
Interviews
Bonasera, Mark
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
High Schools
Secondary Education
Today's public school principals lead under conditions of significant pressures for change. At the local level, principals are the primary receivers and interpreters of the discourses and demands for change coming from central administration. Principals must make sense of these discourses and demands for change at the local school level, and they must decide how they will respond to these demands in their own practice and in their work with teachers. The purpose of this interpretive case study was to examine the language of reform that the New York City Department of Education is using to shape the practices of principals and teachers at the local school level and to see how these demands are shaping what principals think and do as local school leaders. Data were collected over a period of two years using in-depth personal interviews with school principals, visiting school sites, and analyzing internal documents exchanged between the DOE and school principals. This study reveals that these principals struggle to make sense of the many demands placed on them by the DOE. They feel conflicted about spending too much time doing things that satisfy the DOE, but do not address the real needs of the students they serve. They must continually decide how they will use, modify, or reject the language and demands of the DOE, and they often feel torn between meeting those demands or doing the more important and satisfying aspects of their job. This problem is magnified by the fact that the NYC DOE relies almost entirely upon written communication to impose reform and assess change. Therefore, these principals spend large portions of each day managing DOE demands on-line and completing what they see as futile and often duplicative paperwork. As a result, all of these principals are deeply conflicted about continuing their work as school principals. [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.]
ED551116
Navigating the Language and Demands of School Leadership in an Age of High-Stakes Accountability: A Case Study of High School Principals
ProQuest LLC
Ed.D. Dissertation, New York University
2012-00-00
978-1-2677-3544-7
317
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543986
2015
As Provided
JAN2020
No
Career Education
Technical Education
Educational Change
Educational Legislation
Federal Legislation
Administrator Attitudes
Principals
Reputation
Curriculum Development
High Schools
Role of Education
Quailey, Janice
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
Pennsylvania
Pennsylvania
No Child Left Behind Act 2001
English
High Schools
Secondary Education
Career and technical education (CTE) is faced with numerous forces that may impact its future. A variety of forces directly or indirectly affect CTE, ranging from the persisting stigma or negative image of career and technical education, the schools' curricular structure and requirements, along with federal laws such as No Child Left Behind (NCLB) and Perkins. Federal laws guide administrators' decisions at the local level that affect CTE. With NCLB goals for all students to improve academic achievement, reach high standards, and graduate from high school (HS), much pressure is placed on schools. NCLB emphasizes increased academic rigor and progress on students' state assessments, holding schools accountable to annual yearly improvement. With more accountability, more emphasis is being placed on core academics that may in turn reduce or eliminate elective career and technical education programs. With continued negative perceptions associated with career and technical education, reinforced by curricular tracks and coupled with the impact of NCLB, CTE is left in a precarious position. Some of these forces may have deleterious effects upon CTE depending upon decisions and reactions of local administrators. A quantitative survey research study was completed with Pennsylvania administrators from CTE schools and HSs. HS principals and CTE directors were surveyed as to how they perceived the effects of NCLB on role, image, and curriculum changes affecting career and technical education. Surveys were mailed to the directors of shared-time CTE schools and their respective sending HS principals. The results of the study revealed the perceptions of HS and CTE administrators concerning the ramifications of No Child Left Behind as it relates to CTEs image, the effects on curriculum, and CTEs role in helping schools meet the goals of NCLB. There were significant differences found between CTE directors and HS principals regarding their perceptions of the role and image of CTE as affected by NCLB. In addition, there were no significant differences found between administrators regarding their perceptions of curriculum changes affected by NCLB. Finally, there were no significant differences in perceptions found across settings or regions. [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.]
ED551117
Career and Technical Education in the Crossroads of Change
ProQuest LLC
Ed.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-2706-0
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543653
2015
As Provided
JAN2020
No
Algebra
Secondary School Mathematics
Mathematics Instruction
Pedagogical Content Knowledge
High Schools
Secondary School Teachers
Mathematics Teachers
Case Studies
Comparative Analysis
Data Collection
Lesson Plans
Video Technology
Audio Equipment
Interviews
Mathematical Concepts
Mathematical Logic
Howell, Heather
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
This dissertation study describes the nature of the mathematical knowledge required to teach a unit on exponents at the secondary school level, and further explores the adequacy of extant theoretical models for characterizing that knowledge. Researchers agree that teacher content knowledge contributes to teaching quality, which in turn contributes to student learning. Prior foundational research focused on the mathematical knowledge needed for teaching at the elementary level but not at the secondary level. Case study methodology was used with a constant comparative analytic process, modeled on similar successful methodologies used in investigating mathematical knowledge for elementary school teaching. The site was purposefully selected to maximize the opportunity to observe the use of mathematical knowledge in teaching. Data collected during the unit of instruction included lesson plans, video-recordings of all class sessions, and audio-recordings of daily follow-up interviews with the teacher. Results include a detailed description of the mathematical knowledge demanded in teaching a unit in secondary mathematics. The knowledge described in the results included substantial knowledge about the domain of mathematics and how it is practiced by mathematicians, especially in relation to definitions, definition extension, and proof. It also demanded that this knowledge be connected to specific content, exponents, in a way that allowed the teacher to see exponents as a case of a larger set of mathematical practices. This type of knowledge is not well described by existing frameworks for teacher knowledge, and the study's implications explore why and how existing theory might be adjusted to better account for such knowledge. [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.]
ED551118
Characterizing Mathematical Knowledge for Secondary Teaching: A Case from High School Algebra
ProQuest LLC
Ph.D. Dissertation, New York University
2012-00-00
978-1-2677-3558-4
293
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544000
2015
As Provided
JAN2020
No
Response to Intervention
Case Studies
Coaching (Performance)
Elementary School Teachers
Teacher Effectiveness
Correlation
Principals
Urban Schools
Interviews
Observation
Focus Groups
Program Effectiveness
Individualized Instruction
Progress Monitoring
Cooperation
Educational Strategies
Data
Academic Achievement
Valadez, Frances E.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
The purpose of this case study was to demonstrate the influence of Tier 1 of Response to Intervention and Instruction (RtI[superscript 2]) and instructional coaching on teachers' instruction and on students' and English Language Learners' (ELL) learning. Research was conducted in one large urban elementary school. The unit of study was a third-grade RtI[superscript 2] team consisting of all four teachers, one instructional coach, and the principal. Data collection lasted six months and included interviews, observations, focus groups, and analysis of texts and artifacts. Results of this case study indicate that Tier 1/RtI[superscript 2] helps teachers conduct differentiated instruction, target, and monitor students' academic performance to achieve/maintain Tier 1's objective of 80-85% student proficiency. However, more research is needed on specific ways Tier 1/RtI[superscript 2] impacts ELLs' learning. The study demonstrates that instructional coaching fosters collaboration and encourages teachers to implement ELL strategies, analyze student data, and conduct focus planning during Tier1/RtI[superscript 2] . [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.]
ED551119
The Influence of Tier One of RtI[superscript 2] and Instructional Coaching on Teacher Instruction and Student/ELL Learning: A Multiple Case Study
ProQuest LLC
Ed.D. Dissertation, California State University, Los Angeles
2012-00-00
978-1-2677-3414-3
362
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543969
2015
As Provided
JAN2020
No
Women Administrators
Superintendents
Elementary Schools
Principals
Experience
Public Schools
Qualitative Research
Case Studies
Interviews
Feminism
Postmodernism
Theories
Powell, Julie M.
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Elementary Education
The purpose of this research was to describe the experiences of six women superintendents who began their careers as elementary principals. The central question was: What can we learn from the lived experience of women who came from a background as elementary educators and advanced to the superintendency in a variety of district contexts within Michigan's traditional public school system? The research design was a qualitative, interpretive, multiple case study approach using the data collection method of interviewing. Two conceptual frameworks--expectations states theory and feminist poststructuralism--provided the context for this research. Portraits of each of the six participants were shared to provide detailed descriptions. Four emergent themes common across all six participants were revealed. Those findings were: 1) All subjects got initiated to the idea of obtaining administrative positions through an external event and/or person of influence who instilled in them a belief about their potential as an administrator; 2) Most considered their elementary backgrounds as an advantage to their beliefs and strengths as a leader, which developed into understanding how the K-12 system works for students; 3) All participants raised the issue of the challenge of relating to secondary teachers--the steep learning curve around scheduling and staffing and also learning about a secondary climate and culture--as needed to be successful as superintendents coming from an elementary background; 4) In seeking or accepting a superintendency, there was a significant draw to a home district or region with family ties. In addition to these common themes, it was found that the timing of a woman's decision to apply for a superintendent position was dependent on certain variables lining up at the right moment. There was also a strong appreciation and desire for mentorship for women as they decide to enter administration and move along their career paths. Several recommendations resulted from the findings of this study, including ones for women aspirants to the superintendency, university preparation programs, and search firm consultants and school board members. These recommendations addressed the need to purposively study women's issues in leadership to further understand how women make decisions about their career paths. [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.]
ED551120
A Study of Women's Access to the Superintendency: Pathways from the Elementary Ranks
ProQuest LLC
Ed.D. Dissertation, Eastern Michigan University
2012-00-00
978-1-2677-3565-2
130
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544007
2015
As Provided
JAN2020
No
Secondary School Students
Learning Disabilities
Writing Processes
Writing Instruction
Quasiexperimental Design
Pretests Posttests
Essays
Statistical Analysis
Instructional Materials
Cues
Writing Improvement
Flanagan, Sara M.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Students with and without learning disabilities (LD) struggle with the written expression process, from planning and organization (e.g., prewriting) to actually writing an essay. For students with LD, challenges in written expression are more intensive than their typical peers. Without effective written expression supports and instruction, such as procedural facilitators, students with and without LD may be negatively impacted across academic areas and postschool outcomes. While research exists on procedural facilitators, little addresses how to sustain written expression gains after supports have been removed. Using a quasi-experimental design, secondary students with (n = 8) and without (n = 66) LD in written expression used a series of three procedural facilitators--from the most (i.e., prompts for the planning and organization process) to mid-way (i.e., brainstorming and topic sentence prompts) to the least support (i.e., brainstorming prompts). To begin this study, students completed a written expression pretest. Next, for each level of procedural facilitator, from the most to the least support, students wrote an essay with each. Last, students completed two posttests without the use of procedural facilitators two weeks and then four weeks later. All written expression prompts were for expository, five-paragraph essays, and preselected between the researchers and the teachers. Gains in written expression were analyzed with repeated measures, within factors ANOVAs with post-hoc analysis using students' essays scores, derived from a rubric. Post-hoc analyses (i.e., Bonferroni) were used to understand if significant differences in written expression occurred between each level of graphic organizer. Results suggested that all students experienced significant gains in written expression when using the procedural facilitators. As the amount of support provided by the procedural facilitators was reduced, students continued to maintain their quality of written expression. [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.]
ED551123
Sustaining Written Expression Quality through Leveled Procedural Facilitators in Secondary Students with and without Learning Disabilities
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-3821-9
197
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544142
2015
As Provided
JAN2020
No
Job Training
Adult Learning
Community Colleges
Unemployment
Interviews
Observation
Documentation
Data Analysis
Formative Evaluation
Summative Evaluation
Employment Level
Qualitative Research
Program Evaluation
Case Studies
Program Effectiveness
Social Change
Duru-Nnebue, Thomisha M.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Two Year Colleges
Higher Education
Postsecondary Education
This project study is an evaluation of a job-training program designed to serve unemployed adult learners at a community college. The program lacked empirical data about participants finding employment. The rationale for selecting the problem is the need to provide skill development and vocational training in response to high unemployment rates. The theoretical framework for the study was the logic model. The study was guided by research questions related to the inputs, the activities, and the intended outcomes of the job-training program. The research design was a qualitative program evaluation that employed case study methods. Data were collected using multiple sources, such as interviews, observations and program documents. Data analysis methods included classifying data with the logic model categories, describing thematic developments collected from the data, and examining formative and summative outcomes related to employment. The logic model was used to provide a framework for the evaluation and helped to analyze the program's activities (input, outputs, and outcomes) and findings. A key finding is that the program is effective at transitioning 95% of its participants from unemployed to employed status. The recommendation includes evaluating future cohorts to ensure continued program effectiveness. Implications for positive social change include the use of empirical data to improve and replicate a presumed effective job-training program that employs its participants thus contributing to personal success and development. [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.]
ED551124
An Evaluation of a Community College Workforce-Training Program
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-2763-3
158
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543670
2015
As Provided
JAN2020
No
Conflict
Intervention
Parents
Courts
Program Effectiveness
Parent Education
Qualitative Research
Surveys
Interviews
Curriculum
Educational Quality
Program Evaluation
Interaction
Empowerment
Childhood Needs
Behavior Change
Francev, Sarah B.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Adult Education
This research evaluates the effectiveness and curricular quality of the Conflict Boot Camp Program. Conflict Boot Camp is a no-cost, court-mandated intervention program for high conflict parents and caretakers involved in a dependency court in the greater Los Angeles area. This program evaluation utilizes qualitative methods and triangulates findings from participant surveys, curriculum documents and interviews with judiciary professionals. Five overlapping themes emerged: interactions, empowerment through access to knowledge and strategies, children's needs, and direct application and behavior change. Perspectives from program participants and judicial professionals represented in this study provide valuable information for program quality and future research concerning court-based interventions for parents experiencing high levels of conflict. [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.]
ED551127
Conflict Boot Camp: An Evaluation of an Intervention for High Conflict Parents in Dependency Court
ProQuest LLC
Ed.D. Dissertation, California State University, Los Angeles
2012-00-00
978-1-2677-3378-8
174
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543959
2015
As Provided
JAN2020
No
Transfer Students
College Students
Commuter Colleges
Academic Persistence
School Holding Power
Academic Achievement
Program Effectiveness
Student Needs
Student Motivation
Socioeconomic Status
Family Involvement
Student Development
Case Studies
Mixed Methods Research
Interviews
Sachedina, Shadia A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Elementary Secondary Education
This study sought to conduct an assessment of a transfer retention program at a four year, commuter institution, and to examine its influence on the retention and academic performance of transfer students. A mixed methods case study utilizing both institutional quantitative data and qualitative interviews investigated the influence of this program on the success of the participating transfer students. Findings from the study showed that participating students performed academically better and persisted longer than students who did not participate in this program. Analysis of student interviews revealed that the retention program was designed in a manner that was cognizant of transfer student needs. Additional findings noted that students' internal motivation to succeed, socio-economic status and family support also played a role in contributing to their success. This study reflects a connection with and also helps to advance current student development theories. Implications from this study can help similar institutions improve the success rates of their transfer students. [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.]
ED551128
Transfer Students Experiences within Learning Communities at a Four-Year Institution
ProQuest LLC
Ed.D. Dissertation, New York University
2012-00-00
978-1-2677-3568-3
287
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2015
As Provided
JAN2020
No
Response to Intervention
Learning Disabilities
Attitudes toward Disabilities
Higher Education
Federal Legislation
Special Education Teachers
Student Personnel Workers
Academic Accommodations (Disabilities)
Wheeler, Starr L.
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Act
Rehabilitation Act 1973 (Section 504)
Americans with Disabilities Act 1990
Americans with Disabilities Act 1990
Individuals with Disabilities Education Act
Rehabilitation Act 1973 (Section 504)
English
Higher Education
Postsecondary Education
At the postsecondary and secondary levels of education, students with learning disabilities are by law entitled to reasonable accommodation in support of their education. Secondary and postsecondary institutions as disability service providers are required to follow guidelines and direction to make this accommodation possible. Yet as these legislative actions continue to be upgraded and changed, students with learning disabilities are finding their lives increasingly impacted and their careers as well as their educational future in jeopardy (Eckes & Ochoa, 2005). Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) contains federal laws that postsecondary disability service providers are mandated to follow. Public Law 94-142, known as the Individuals with Disabilities Education Act (IDEA), is the legislation covering disability service providers at the secondary schools. The enigma this presents for students with a disability is that once they attend a postsecondary school they are no longer eligible for IDEA, and come under Section 504 and the ADA. Although these federal laws have been passed to help protect students with disabilities from being discriminated against in both secondary and postsecondary schools (Wright & Wright, 2007), interpretations of these laws are left up to the individual service provider. For the purpose of my research, postsecondary institution disability service providers were asked how prepared they were to accept students with learning disabilities, particularly those who have been diagnosed with a learning disability through the response to intervention (RTI) model or the summary of performance (SOP) model. The results concluded that disability service providers at the postsecondary level were not prepared to accommodate students with learning disabilities whose only documentation was that of a summary performance, which seemed to indicate that the IDEA legislation is not being upheld at the postsecondary level and that much additional education is necessary for service providers with respect to IDEA 2004, the reauthorization and the summary performance. [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.]
ED551129
From Discrepancy Evaluation to Response to Intervention (RTI): Are We Ready in Higher Education?
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2012-00-00
978-1-2677-3573-7
104
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544014
2015
As Provided
JAN2020
No
Information Storage
Information Technology
Internet
Computers
Users (Information)
Adoption (Ideas)
Computer Attitudes
Technology Integration
Behavior Theories
Financial Services
Correlation
Online Surveys
Multiple Regression Analysis
Ekufu, ThankGod K.
Dissertations/Theses - Doctoral Dissertations
English
Organizations are finding it difficult in today's economy to implement the vast information technology infrastructure required to effectively conduct their business operations. Despite the fact that some of these organizations are leveraging on the computational powers and the cost-saving benefits of computing on the Internet cloud, others still show reluctance in the implementation of cloud technology due to security and privacy concerns. This study examined factors that influence organizations in the adoption of cloud computing technology, integrating the technology acceptance model (TAM) and the theory of planned behavior (TPB). In the spring of 2012, this study conducted an online survey through Survey-Monkey. Data were collected from 105 respondents in information technology across many organizations in the United States of America. Multiple regression analysis was utilized to examine if there was a correlation between the five independent variable factors (attitude, subjective norm, behavioral control, perceived usefulness, and perceived ease of use) and one dependent factor (behavioral intent). The results showed a significant correlation of 70% variation between the factors and behavioral intent. Cloud adopters from the financial industry were found to exhibit a higher adoption rate than other industries analyzed. A total of 79 male and 26 female respondents participated. The age range of most participants was from 26 to 65. The findings of the study contribute to a theoretical foundation for future research and allow for better application of integrated Technology Acceptance Models. [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.]
ED551132
Predicting Cloud Computing Technology Adoption by Organizations: An Empirical Integration of Technology Acceptance Model and Theory of Planned Behavior
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3613-0
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544047
2015
As Provided
JAN2020
No
Higher Education
Physical Therapy
Morphology (Languages)
Vocabulary Development
Correlation
Scores
Academic Achievement
Prediction
Alumni
Statistical Significance
Regression (Statistics)
Moran, Kelley A.
Dissertations/Theses - Doctoral Dissertations
Nelson Denny Reading Tests
Nelson Denny Reading Tests
English
Higher Education
Postsecondary Education
The primary purpose of this study was to validate a method for assessing Morphological Awareness (MA) using multimorphemic words commonly used in the academic and clinical practice settings of physical therapy. The Medical Morphology Test (MMT) was developed for this study and was compared to scores on the Nelson-Denny Reading Test (NDRT©). The NDRT© has previously been shown to be a predictor of both academic performance and performance on the National Physical Therapy Examination (NPTE). A secondary purpose of the study was to determine if the MMT could be used as a predictor of academic performance as measured by Grade Point Average (GPA) or to predict number of attempts to pass the NPTE. Pearson Correlations were used to compare scores on the NDRT© and MMT. Regression analysis was used to determine the predictive value of the MMT for academic performance and performance on the NPTE. Participants for this study consisted of 32 alumni of a single physical therapy program. Thirty of the participants completed both the NDRT© and MMT, two did not complete the NDRT©. Twenty-one of the participants had passed the NPTE© on the first attempt. Eleven of the subjects required between two and seven attempts to pass the NPTE. Results from this study found that there was a statistically significant relationship between scores on the MMT and NDRT©. Scores on the MMT were able to predict GPA and classify participants as members of a group who passed the NPTE on the first attempt or not, but scores on the MMT were not able to predict the actual number of attempts to pass the NPTE©. [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.]
ED551133
Assessing Morphological Awareness as a Predictor of Academic Performance and Performance on the National Physical Therapy Examination
ProQuest LLC
Ed.D. Dissertation, Wilkes University
2012-00-00
978-1-2677-5026-6
151
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544435
2015
As Provided
JAN2020
No
Pantomime
Cognitive Style
Preferences
Experiments
Nonverbal Communication
Semantics
Sign Language
Word Order
Lexicology
English
Turkish
Native Speakers
Comprehension
Syntax
Hall, Matthew L.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation contains three studies that investigate whether attested patterns of constituent order distribution and change in the world's languages can be attributed, in part, to cognitive preferences for some constituent orders over others. To assess these preferences, seven experiments employed an "elicited pantomime" task. Communication in gesture without speech may reveal cognitive pressures that otherwise remain hidden. Study 1 manipulates the whether the to-be-described events are semantically non-reversible (e.g. a woman lifting a box) or reversible (e.g. a woman lifting a boy). Across three experiments, participants reliably preferred SOV for describing non-reversible events in pantomime, but avoided using SOV to describe reversible events. Although previous accounts have assumed similar behavior to be due to constraints on comprehension, the distribution of alternative orders (mainly SVO, OSV, & SOSV) suggests a greater role for constraints on production in explaining these patterns. Whereas Study 1 focuses on explaining drifts away from SOV, Study 2 tests the hypothesis that languages drift toward SVO because natural languages are subject to additional constraints that pantomime may not engage, such as pressures on information structure and efficiency. These additional pressures might work against OSV and SOSV, leaving SVO as a preferred solution for reversible events. Experiment 1 (English speakers) created more language-like conditions by simulating the emergence of a lexicon and of shared lexical knowledge. Under these conditions, OSV and SOSV decreased, and SVO increased. Experiment 2 found similar patterns with native speakers of an SOV language (Turkish), suggesting that the increase in SVO among English speakers was not simply a result of influence from their native language. Whereas Studies 1 and 2 focus on constituent order preferences in pantomime production, Study 3 focuses on pantomime comprehension. Speculation about constituent order preferences in comprehension has figured largely in linguistic and psycholinguistic theory, but little empirical evidence is currently available. Using a novel paradigm, Study 3 finds that constituent order preferences in comprehension are distinctly different from those in production, for both speakers of English (Experiment 1) and Turkish (Experiment 2). Results suggest that constraints on production may play a greater role than previously thought. [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.]
ED551136
Keeping the Hands in Mind: What Elicited Pantomime Reveals about Language Structure
ProQuest LLC
Ph.D. Dissertation, University of California, San Diego
2012-00-00
978-1-2677-4029-8
186
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544191
2015
As Provided
JAN2020
No
Online Courses
Computer Assisted Instruction
Training
Teacher Education
Educational Quality
Instructional Effectiveness
Distance Education
Phenomenology
Research Design
Focus Groups
Constructivism (Learning)
Interviews
Green, Amy
Dissertations/Theses - Doctoral Dissertations
English
Online education is growing rapidly as colleges seek to increase enrollment without investing in physical infrastructure. To keep up with the increasing demand for courses, some colleges are asking faculty to teach classes online with little training, few resources, and minimal support. The purpose of this study was to determine how the training and support participants received affected the success of online courses they taught and to assess their satisfaction with the online experience. The theory of reasoned action provided the theoretical foundation for the study. Participants were asked to describe the types and the quality of training they received before teaching online, the resources and support available during their teaching, and whether the resources and support have led to or are leading to student success. A phenomenological research design was used to investigate deficiencies as well as strengths in educator preparation and training as they relate to satisfaction with teaching and preparation for the online environment. Data were collected using interviews and focus groups. Responses were coded and analyzed using the phenomenological approach with constructivist learning theories. Study results indicated that quality training prior to teaching online increases instructor confidence and readiness, ultimately resulting in a better experience for both teacher and student. Increasing the quality of online education could lead to positive social change in higher education by providing better, more effective instruction to students, particularly those whose geographic distances from physical classrooms have traditionally prevented their access to higher education. [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.]
ED551137
Training and Support for Successful Online Instruction
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-2939-2
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543778
2015
As Provided
JAN2020
No
Leadership Styles
Retailing
Managerial Occupations
Administrators
Emotional Intelligence
Leadership Effectiveness
Leadership Training
Educational Attainment
Psychometrics
Intelligence Tests
Correlation
Social Science Research
Statistical Analysis
Surveys
Schlott, Jason L.
Dissertations/Theses - Doctoral Dissertations
English
Researchers of leadership in management have explored why some managers excel in their positions and others fail. Some researchers have suggested that managers who use emotional intelligence while leading have a better opportunity to promote organizational success. Ineffective leadership may contribute to employees' poor performance and lack of commitment to the organization's mission. This study used a quantitative survey design to evaluate the correlation between situational leadership styles and emotional intelligence in retail managers. Data were collected from 130 participants' responses to two instruments: the Leadership Behavior Analysis II-Self and the Schutte Self-Report Emotional Intelligence Test. The results indicated that more than half of the respondents were above normal on their flexibility scores and below normal on their effectiveness scores, which indicates that more leadership training is needed. Flexibility of leadership styles was negatively correlated with emotional intelligence and educational level was positively correlated to emotional intelligence. Exploring the relationship between situational leadership and emotional intelligence is a new endeavor in social sciences research. Implications for positive social change include leaders of retail organizations being able to understand how situational leadership styles and emotional intelligence work together to build leadership effectiveness. Managers will learn how to produce long-term results while improving their emotional intelligence skills. Furthermore, employee effectiveness can be increased through motivation and education, making a positive impact on retail organizations' financial stability. [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.]
ED551139
Retail Managers' Situational Leadership Style and Emotional Intelligence
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-2941-5
149
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543780
2015
As Provided
JAN2020
No
Middle School Teachers
Whites
Rural Areas
Race
Teacher Attitudes
Cultural Awareness
Anxiety
Emotional Response
Racial Bias
Teaching Methods
Social Justice
Teaching Experience
Discourse Analysis
Phenomenology
Lee-Nichols, Mary Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This dissertation examines the lived experiences of white middle school teachers in predominantly white rural communities as they discuss race and race issues with students. Using methods of descriptive phenomenology, interviews were conducted with teachers to explore what it was like for them to talk about race in classrooms comprised of only white students, and when classes included one or two students of color. The essence of the experience was determined through phenomenological analysis, making meaning of how teachers' experienced dialogue focused on race. Findings reveal six themes illuminating how teachers' experienced talking about race and issues of race with students, whether the discussions were intentional or unplanned. Their experiences were characterized by fear and discomfort, uncertainty, anger, frustration, experience, and paralysis. Teachers experienced fear and discomfort as race became central to the discussion, especially concerned about how racial discourse would negatively impact the one or two students of color in the classroom. Uncertainty surfaced as teachers struggled with issues of colorblindness, "politically correct" language, and the possibility of reinforcing white supremacy. Anger and frustration emerged as teachers found they were unprepared and lacking experience in facilitating lessons and discussions surrounding race. However, experience acquired through exposure to aspects diversity in college, or years of integrating social justice issues into lessons, made teachers more likely to have discussions of race with students. Finally, as a result of the negative feelings they associated with discussions of race, some teachers experienced a sense of paralysis as they considered eliminating lessons in which issues of race might surface. This study contributes to an understanding of the experiences of white teachers as participants' in a racial society within a predominantly white rural setting. Implications of the study suggest a need for teacher preparation programs to address race and racism more directly through curriculum and practice. This will significantly impact how white students and students of color make meaning of race in predominantly white communities. [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.]
ED551140
Racial Discourse in Predominantly White Classrooms: A Phenomenological Study of Teachers' Lived Experiences Discussing Race
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2677-3723-6
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544092
2015
As Provided
JAN2020
No
Teamwork
Information Technology
Professional Personnel
Banking
Interpersonal Relationship
Social Exchange Theory
Correlation
Statistical Analysis
Job Satisfaction
Work Attitudes
Employee Attitudes
Trust (Psychology)
Job Performance
Antar, Ahmad H.
Dissertations/Theses - Doctoral Dissertations
English
The concepts of workplace social interactions and team effectiveness have garnered a great deal of attention in organizational literature. However, these two concepts are seldom integrated for examination within the offshore technology groups. Drawing from the theory of workplace social exchange, this empirical study was initiated to investigate the relationship between team-member exchange (TMX) and perceived team effectiveness. Data was collected from a sample of 267 offshore IT professionals from the investment banking sector. Overall, results from correlational analyses conducted were consistent with the hypotheses. The results of the quantitative study indicated positive and significant correlations between the quality of TMX and offshore workers' perceptions of team effectiveness. That is, greater peer exchange relationships are more likely to achieve higher levels of job satisfaction, job commitment, trust, job performance and cohesiveness. The findings have advanced the understanding of the importance of offshore coworkers' interactions in relation to the overall team functioning. Practical and theoretical implications and future recommendations for research are presented. [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.]
ED551141
Examining the Relationship of Team-Member Exchange and Effective Offshore Teams: A Quantitative Assessment of IT Workers in the Investment Banking Industry
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3575-1
161
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544015
2015
As Provided
JAN2020
No
Microeconomics
Student Loan Programs
Debt (Financial)
Labor Supply
Enrollment
Student Financial Aid
Career Choice
Graduate Students
Educational Attainment
Loan Default
Dislocated Workers
Income
Unemployment
Quasiexperimental Design
Akers, Elizabeth J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
In the first chapter, I measure the impact of student loan debt on young, college-educated workers' decisions regarding labor supply and enrollment in graduate school. I exploit variation in student loan debt driven by the formulas that determine Federal Student Aid in order to identify these effects. Instrumental variable estimates indicate that in the initial years following graduation student loan debt seems to raise the likelihood of employment; the effect is most pronounced for female graduates. However, the evidence does not indicate that debt causes workers to opt into different types of occupations, as has been shown to be true among certain populations. Student loan debt also seems to lower the likelihood that an individual will obtain a graduate degree. These effects are too large to be consistent with the permanent income model, which predicts that graduates will effectively spread loan repayment over their lifetimes, causing only negligible changes in behavior during any single period. In the third chapter I examine lending mechanisms in the federal student loan program. Since the passage of the Higher Education Act in 1965, American students have been able to finance post-secondary education with federally subsidized loans. Until very recently students were able to access this credit through two channels; directly from the federal government or as a guaranteed loan from a private lender. The objective of this paper is to estimate the difference in loan default rates across the two lending programs. Since the programs serve distinct groups of students quasi-experimental estimation techniques are used to estimate this difference. The estimates suggest that the moral hazard created by the loan guarantee leads private lenders to generate higher rates of student loan default than direct lending. In the final chapter, I estimate the temporal pattern of earnings losses faced by displaced workers eligible for the Trade Adjustment Assistance Program. Data from the 2001 Survey of Income and Program Participation and is used to perform an event study analysis. The resulting evidence indicates that displaced workers face decrease earnings in the months prior to displacement, a large drop in earnings during the month of displacement and losses that persist up to 6 months after displacement. Displaced workers eligible for Trade Adjustment Assistance face a similar pattern of earnings loss, but experience less loss during the period of displacement and greater losses during the period following displacement. Beyond the first month after displacement workers eligible for Trade Adjustment Assistance do not experience losses in excess of other displaced workers. I also find that workers Eligible for Trade Adjustment Assistance face higher rates of unemployment in the first three months following a displacement. By the fourth month the rate of unemployment is not different from other displaced workers. This evidence suggests that the additional benefits provided to unemployed workers under the Trade Adjustment Assistance program may not be warranted; these workers do not face persistent losses that exceed the losses experiences by other displaced workers. [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.]
ED551142
Three Essays in Applied Microeconomics
ProQuest LLC
Ph.D. Dissertation, Columbia University
2012-00-00
978-1-2677-30206
113
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543856
2015
As Provided
JAN2020
No
Science Teachers
Teaching Experience
Multicultural Education
Case Studies
Interviews
Teacher Attitudes
Beliefs
Cultural Influences
World Views
Classroom Environment
Minority Group Students
Scientific Principles
Cultural Awareness
Ryan, Mark
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a Universalist perspective of science with a strong commitment to the philosophy of scientism which left no room for a multicultural view of science. These results have implications for the broad science community with respect to the philosophy and nature of science. There are also implications in pre-and in-service teacher education and professional development aimed at raising cultural awareness of science teachers and providing a broader understanding of NOS. The problems raised by this research appear to be systemic requiring a commitment beyond the level of the individual teacher to implement a multicultural education that matches the composition of our classrooms. [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.]
ED551145
Senior Science Teachers' Experience of Teaching in a Changing Multicultural Classroom: A Case Study
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2677-3744-1
235
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544109
2015
As Provided
JAN2020
No
Critical Literacy
Popular Culture
Freshman Composition
African American Students
Hispanic American Students
Urban Universities
Learner Engagement
Student Experience
Ethnography
Discourse Analysis
College Freshmen
Ford, Robin R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Increasing Black and Latino college students' engagement is a primary concern of critical educators who seek to advance their students' critical literacy skills. There is a growing amount of these students who appear unable to successfully perform literate acts inside the academic space. However, these same students have rich literate lives outside of the classroom which forces the questions, where is the disconnect between the out-of-school literacy acts and those inside the classroom, and what happens when the border between in and out-of school is blurred, allowing students to bring their outside knowledge and practices into the classroom? This dissertation explores those questions by examining the experiences of three students and their instructor in a Freshman Composition classroom where popular culture is regularly incorporated into the curriculum in an attempt to engage students. The current theories have been insufficient in understanding the impact popular culture has on student literacy, as the focus has historically been on situating literacy practices within specific contexts, either out-of-school or inside the classroom. There is also not adequate understanding of Black and Latino students' reactions to the incorporation of pop culture in academic spaces. Through an expansion of the theories of space, race, literacy and popular culture to create a lens I call critical spatial literacy, this study seeks to answer the following questions: 1) How do students' experiences and understanding of space (in and out of school) shape their conception and practices of literacy? 2). How does the insertion of pop culture and other out-of-school knowledge/texts into the classroom space affect students' academic engagement and/or resistance. Through ethnographic methods and Critical Discourse Analysis this work both documents and describes the students' responses to lessons that challenged their concepts of appropriate textual use in an academic space, and the formal results of their literacy practices. In profiling the students' creation of a third space (Bhabha, 1994; Moje et al, 2004) inside the classroom, this study seeks to expand the notions of space and composition, and to inform new pedagogies that utilize and respect the beliefs, experiences and practices of urban students. [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.]
ED551146
Expanding Spaces: Critical Spatial Literacy and Popular Culture in an Urban College Composition Classroom
ProQuest LLC
Ph.D. Dissertation, New York University
2012-00-00
978-1-2677-3552-2
243
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2015
As Provided
JAN2020
No
Program Evaluation
Elementary School Students
Word Recognition
Reading Instruction
Instructional Material Evaluation
Grade 1
Grade 2
Reading Improvement
Scores
Comparative Analysis
Pretests Posttests
Reading Tests
Reading Achievement
Statistical Significance
Validity
Sight Vocabulary
Statistical Analysis
Bland, Adrienne Lynn
Dissertations/Theses - Doctoral Dissertations
Gates MacGinitie Reading Tests
Gates MacGinitie Reading Tests
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
The Instant Word Notebook study was a program evaluation completed by two educators who saw a need for an instructional tool to teach and assess Instant Words. In order to address reading deficits of students in first and second grades, teachers were expected to teach Instant Words. Unfortunately, teachers did not have a systematic process to teach and assess Instant Words for mastery. The two educators of this study responded to the teachers' need for an instructional tool by creating The Instant Word Notebook. The Notebook was used by teachers to teach and assess Instant Words to first and second grade students with the anticipation of reading scores increasing. In order to measure the impact of The Instant Word Notebook on Instant Word recognition and reading achievement, the collaborative team completed a process and outcome evaluation of The Instant Word Notebook. In this outcome evaluation, the outcome investigator completed a Comparative Analysis of The Instant Word Notebook. Measurements utilized to determine the impact of The Instant Word Notebook were the scores from the Gates MacGinitie Reading pretests and posttests and the scores from the Instant Word Recognition pretests and posttests. Information from each test was utilized by the outcome investigator to identify the impact of The Instant Word Notebook on reading achievement and Instant Word recognition. This quantitative study focused especially on the mean difference between the treatment and control groups. The treatment group received six weeks of explicit instruction of Fry's 300 Instant Words. In contrast, the control group received the normal Instant Word instruction from their teachers. The outcome investigator compared the mean difference between the control and treatment groups to determine statistical significance of The Instant Word Notebook. The improvement in scores from the pretests to the posttests validated the use of The Instant Word Notebook as an instructional tool to improve sight word recognition. [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.]
ED551148
Outcome Evaluation of the Instant Word Notebook
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2677-3580-5
155
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544020
2015
As Provided
JAN2020
No
Dramatic Play
Kindergarten
Young Children
Self Control
Intervention
Comparative Analysis
Scaffolding (Teaching Technique)
Attention Control
Delay of Gratification
Pretests Posttests
Multivariate Analysis
Gender Differences
Siblings
Program Effectiveness
Sinha, Joanna M.
Dissertations/Theses - Doctoral Dissertations
English
Kindergarten
Primary Education
Early Childhood Education
Prominent theorists assert that engaging in sociodramatic play is an essential activity for the development of self-regulation. This study proposed the use of sociodramatic play as an intervention tool for building self-regulation in kindergartners. In this study, two sociodramatic play intervention paradigms were compared to a control group. In the first play intervention, participants received environmental provisions (e.g., time, space, and materials) necessary for sociodramatic play. Participants second play intervention received the same provisions, and an adult co-player joined their play sessions to scaffold the development of advanced sociodramatic play skills. Three components of self-regulation were examined as outcomes, including attentional control, delay of gratification, and behavioral control. Using pretest and posttest design, a repeated-measures MANCOVA analysis was conducted. Results of the analysis revealed a significant positive effect of receiving a play intervention (regardless of the type) on behavioral regulation. Closer examination revealed that participants who received the environmental provisions intervention paradigm had a greater rate of improvement in behavioral regulation than the participants who received the adult-scaffolding intervention paradigm. Control group participants' behavioral regulation decreased over time. This study also examined the role of gender and siblings. A repeated-measures MANCOVA revealed a significant main effect of Gender on the self-regulation variables. The effect of siblings was not significant. Gender played a notable role in the content of participant's play, which was distinct for each of the play paradigms. Males in the environmental provisions intervention groups engaged in more aggressive play themes than males in the adult-scaffolding intervention groups. The findings of this research suggest that the provision of time, space, and materials for sociodramatic play can positively influence behavioral regulation. Educators, counselors, and parents can make simple, inexpensive changes to open up opportunities for children to engage in sociodramatic play, which continues to have great potential as a medium for positively influencing the development of self-regulation. [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.]
ED551149
The Land of Make-Believe: Using Sociodramatic Play to Increase Kindergartners' Self-Regulatory Abilities
ProQuest LLC
Ph.D. Dissertation, Fordham University
2012-00-00
978-1-2677-3816-5
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544140
2015
As Provided
JAN2020
No
Transformative Learning
Learning Experience
Acquired Immunodeficiency Syndrome (AIDS)
Prevention
Leaders
Interviews
Qualitative Research
Case Studies
Grounded Theory
Health Programs
Motivation
Expectation
Patterson, Kenneth Gregory
Dissertations/Theses - Doctoral Dissertations
English
Many HIV prevention professionals have documented only moderate effectiveness of the Mpowerment Project, an HIV behavior intervention prevention program for minorities. Researchers have concluded that program success depends on effectiveness of peer leader management, yet little is known regarding the experiences of those peer leaders. Accordingly, this study explored experiences of peer leaders to determine factors of effectiveness in their work. This study was conducted within a framework of transformative learning to explore how personal transformation motivates, sustains, and extends within this context. Guiding questions explored motivation, traits, skills, and abilities peer leaders brought to the experience, activities they undertook to ensure success, comparison of actual experiences with expectations, and perceptions extended to future leaders. A series of private individual interviews with six program leaders chosen through purposeful sampling provided data for this qualitative case study. Transcribed interviews were open and axial coded, then analyzed through a constant comparative method. Key findings indicated that transformative learning is viable within this program context and that it is a useful tool for peer leaders in their efforts to modify behaviors of participants. Findings led to a training project that introduced leaders to transformative learning components as a tool for effective personal motivation and support. As a result, this project study created positive social change as findings and ongoing project implementation led to increased motivation and support of individuals working as peer leaders within the Mpowerment Project. [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.]
ED551150
Understanding Transformative Learning Experiences of Peer Leaders in the Mpowerment Project
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-4065-6
290
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544215
2015
As Provided
JAN2020
No
Academic Achievement
Empowerment
Parents
National Surveys
Disadvantaged
Power Structure
Social Isolation
Correlation
Ethnicity
Language Usage
Grade Point Average
Competence
Self Determination
Group Membership
Kim, Jungnam
Dissertations/Theses - Doctoral Dissertations
National Household Education Survey
National Household Education Survey
English
Marginalized parents experience multiple and complex challenges in terms of social isolation, exclusion, and powerlessness. This empirical study investigated the effects of parent empowerment on academic outcomes using a large national representative sample and should provide insights about the importance of parent empowerment in education and counseling. Further, the study investigated the effect of the intersectionality of race/ethnicity, home language and income on parent empowerment. This first attempt at analyzing intersectionality in the context of parent empowerment may provide some guidance for future researchers in addressing the complex nature of intersecting identities. This study was a correlational study that used data from the Parent and Family Involvement Survey of the National Household Education Surveys (PFI-NHES: 2007) to investigate the relationship between parent empowerment and academic achievement as measured by parents' reports of students' grade point average (GPA). Using multiple linear regression and logistic regression, the findings of the current study demonstrated that some aspects of parent empowerment were related to children's academic achievement, namely, parents' competence, self-determination, community belonging, and community participation. Interestingly, parents' sense of meaning and consciousness were not related to children's academic achievement. Moreover, intersections of race/ethnicity, home language and income were also related to parent empowerment. The results are significant in that they provide empirical information for school counselors, teachers, administrators and counselors for working with parents. Furthermore, these data may begin to provide support for the conceptual framework of parent empowerment provided this study in order to guide future research and practice. [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.]
ED551151
Defining and Assessing Parent Empowerment and Its Relationship to Academic Achievement Using the National Household Education Survey: A Focus on Marginalized Parents
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2677-3082-4
211
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543883
2015
As Provided
JAN2020
No
African Americans
Qualitative Research
Phenomenology
Experience
Mental Health
Mental Health Programs
Therapy
Interviews
Trauma
Expectation
Fear
Attitudes
Dossman, Craig Arthur, Sr.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of the qualitative phenomenological research study was to describe and explain the experiences of African Americans who terminated mental health treatment services after their initial sessions. The goal of the study was to expand the available knowledge by scientifically illuminating the lived experiences of African Americans who used mental health treatment services, which would enable clinicians and researchers to better understand how clients experienced using those services. The scientific phenomenological method developed by Giorgi (1997) was used as a framework from which to conduct in-depth interviews with 10 prospective participants whose experiences were audio-taped to capture the essence of their recollections in a specific point in time, in their own words. The data from participants were categorized into six themes, or constituents: (a) memories of pre-session traumas, (b) pre-session conditioning of attitudes and beliefs about therapy, (c) pre-session expectations of therapy, (d) initial in-session expectations, (e) decisions to terminate during the initial sessions, and (f) factors involved in the processes of termination. After closer analysis of the six themes, an enduring overall theme was identified that appeared to permeate the themes. A single eidetic structure discovered from the six constituents was the theme of "fear," which was a prevailing theme in the description of the participants and presented itself in several forms. [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.]
ED551152
The Psychological Structure of African Americans Who Terminate Mental Health Treatment Services after Their Initial Sessions
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3933-9
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544169
2015
As Provided
JAN2020
No
Educational Change
Middle Schools
Beginning Principals
Suburban Schools
Parent Surveys
Student Surveys
Teacher Surveys
Parents
Middle School Students
Middle School Teachers
Educational Environment
School Safety
Efficiency
Negative Attitudes
Student Attitudes
Parent Attitudes
Teacher Attitudes
Academic Achievement
Scores
Student Behavior
Statistical Significance
Group Membership
Interpersonal Relationship
School Administration
Gettemeier, Edward Robert
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Middle Schools
Secondary Education
Junior High Schools
This study is a first year principal's quest to transform the culture of Midwest Middle School (MMS). The study covers the 2009-2010 school year. The data from the 2008-2009 school year provided the baseline data for this study. Alarming results of a state survey regarding the culture of the medium sized suburban middle school caused concern. The survey included responses from students, parents, and teachers specifically addressing building climate, safety, and efficacy. In four different categories, MMS finished in the first percentile response section. This translated to 99% of the students attending schools in the state responded more favorably to the select groups of questions than the students attending MMS. The survey results combined with the unremarkable academic achievement scores made it extremely clear that the school needed to change. The principal of MMS, who also served as the researcher for this study, set out to transform the culture of the school. The intention was to create a ripple effect that would benefit academic achievement, behavior, and climate in the building. The principal focused on data analysis and utilizing the data to inform instruction, implementing strict discipline consequences for inappropriate behavior while rewarding students exhibiting positive behavior and increasing opportunities to gain a greater sense of belonging. The researcher collected data over the course of the 2009-2010 school year. While the data showed little statistically significant differences in academic achievement, behavior, and building climate, the observable differences were remarkable. [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.]
ED551153
The Effects of Implementing Change on a Middle School Culture a First Year Principal's Journey
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2677-5263-5
143
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544510
2015
As Provided
JAN2020
No
Females
Foreign Students
Graduate Students
Engineering Education
Student Experience
Sustainability
Interviews
Focus Groups
Dutta, Debalina
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This project examines the intersectionalities of international females in engineering graduate programs of the United States, using frameworks of sustainability and liminality theory. According to Dutta and Kisselburgh (2011) international females in graduate engineering constitute the "minorities of minorities," not only in terms of their status as international students but also by their underrepresentation as women in engineering (Faulkner, 2009). Research regarding international female graduate students tends to be categorized as the experiences of international students in the U.S. (Lee & Rice, 2007), or as the struggles of female engineers in engineering disciplines (Tonso, 2007). Therefore, this project aims to distinguish the unique population of female engineers of international origin from holistic studies of international students, and attempts to draw out and understand the experiences of international female students in U.S. engineering graduate programs. Dutta and Kisselburgh (2011) found that female engineers who are international in origin exist in liminal states indefinitely. This liminal nature has been described under the theory of liminality (Turner, 1967) which posits that when transitioning from one life-changing event to another (such as birth, death, marriage), individuals go through a transformatory phase where they are subjected to invisibility, vulnerability, and a feeling of loss. Although Turner posited this phase as transcendental and temporary, Dutta and Kisselburgh (2011) suggest the liminal period can be more permanent in contemporary global societies. In other words, liminal experiences of vulnerability and structural invisibility may be sustained experiences of international female engineering students. Furthermore, the project attends to the overlaps, tensions and challenging experiences faced by international females in surviving engineering graduate program. To achieve this goal, liminality theory is limited in accounting for how vulnerable individuals reframe their agentic outcomes to make meaning of their marginalized existence. Therefore, I integrate constructs of sustainability with liminality theory in order to provide a framework to understand the ability of vulnerable individuals (in this case, international female engineers) to persist within marginalizing social structures. Sustainability has been a useful framework to understand how organizations practice self-efficacy (Butler, 2001) and has the potential to understand the negotiations and discursive practices enacted by international women engineers by examining their everyday meaning-making practices. For international female engineers who are in between spaces of belonging, it becomes important to understand how they navigate these contested spaces and how they transform the spaces to their advantage by persisting in their struggles with the spaces. Through interviews and focus groups, I explored the ways in which international female engineering graduate students negotiate the tensions they experience through interviews and focus groups, attending to the underlying processes of sustenance through which international female engineering students negotiate their liminal status. In doing so, I introduce and discuss five themes of the practice of sustainability in negotiating liminality: (a) crystallizing engineering identities, (b) (re)constructing inclusion, (c) enduring hardships, (d) rearchitecting (in)visibility, and (e) (re)engineering efficacy. The contributions of this research lie in the amalgamation of liminality and sustainability theories to understand the discourses through which international women engineering graduate students negotiate the transitions they experience in U.S. engineering programs. [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.]
ED551156
Sustaining Liminality: Experiences and Negotiations of International Females in U.S. Engineering Graduate Programs
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-3801-1
256
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544130
2015
As Provided
JAN2020
No
Writing Instruction
Writing Improvement
Teacher Education
Elementary School Teachers
Writing Teachers
Teacher Attitudes
Social Studies
History Instruction
Self Efficacy
Professional Development
Case Studies
Cultural Pluralism
Maddy, Christine M.
Dissertations/Theses - Doctoral Dissertations
United States (West)
English
Elementary Education
In an effort to increase writing scores and improve knowledge about historical events, a school district in the western region of the United States trained several teachers through the Document Based Question (DBQ) program. The rationale for this study was to explore the perceptions of elementary teachers who participated in this training in order to plan a writing project joining social studies and writing needs at an elementary school. The frameworks utilized in this study to interpret data and plan the project were Vygotsky's theory of the zone of proximal development, joined with its more concrete theoretical application of the theory to the classroom, Wood, Bruner, and Ross's theory of scaffolding. Additionally, Bandura's theory of self-efficacy was used to gauge how participants perceived their role in the act of teaching. The questions that guided the study focused on teachers' perceptions regarding (a) joining the teaching of writing and history, (b) professional development, and (c) their students' sense of self-efficacy. This project study used a case study research design with the qualitative data from interviews of four teachers and their documentary material to substantiate its findings. Data were examined through coding that established common themes among the participants. Results revealed a lack of background information, missing global connections, and a need for meaningful professional development. The intended outcome of the study was a project focusing on the heritage of individual students that would allow them to study, learn, and educate their fellow peers about global diversity and diverse cultures as a way to implement social change for the individual student and community at large. [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.]
ED551160
Teachers' Perceptions about Joining the Teaching of Writing and History
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-3942-1
166
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544178
2015
As Provided
JAN2020
No
Chemistry
Physics
Inquiry
Active Learning
Discourse Analysis
Social Influences
Undergraduate Students
Classroom Communication
Qualitative Research
Behavior Standards
Social Behavior
Logical Thinking
Group Activities
Discussion (Teaching Technique)
Science Instruction
College Science
Becker, Nicole M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding. This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms. This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas. The ways in which the class constructed evidence-based claims about chemistry content reflected the influence of sociochemical norms that were enacted through classroom discourse. Two sociochemical norms were documented in both whole class and small group activities: first, the class used particulate-level evidence to make claims about chemical and physical properties; second, particular ways of using mathematical reasoning to justify claims about thermodynamics content became normative for the class. These similarities and differences between social and sociochemical norms in small group and whole class discussion highlight ways in which instructor facilitation can support productive interactions in classroom activities. [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.]
ED551163
Social Aspects of Classroom Learning: Results of a Discourse Analysis in an Inquiry-Oriented Physical Chemistry Class
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-4645-0
254
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544338
2015
As Provided
JAN2020
No
Adolescents
Adults
Males
Down Syndrome
Genetic Disorders
Mental Retardation
Congenital Impairments
Articulation (Speech)
Comprehension
Fedak, Larissa Ann
Dissertations/Theses - Doctoral Dissertations
New York
New Jersey
Connecticut
Massachusetts
Delaware
Maryland
Virginia
Connecticut
Delaware
Maryland
Massachusetts
New Jersey
New York
Virginia
English
The purpose of this study was to determine whether or not decreased articulation of speech played a role in the ability of an individual with Down syndrome or Fragile X syndrome to signal noncomprehension and whether the two groups differed in their levels of articulation of speech and noncomprehension signaling ability. The research was conducted using a group comparison design with two independent groups. The independent variable was the diagnosis of either Down syndrome or Fragile X syndrome, and the dependent variables were articulation of speech and noncomprehension signaling ability. The study was conducted in New York, New Jersey, Connecticut, Massachusetts, Delaware, Maryland, and Virginia, with 36 male participants, 18 each with Down syndrome and Fragile X syndrome. A screening assessment confirmed that the participants could hear within normal limits and that they were able to sit and attend, and follow simple directives. Performance on a receptive and expressive language assessment indicated that the groups did not differ significantly in their vocabulary and language abilities. The dependent variables of primary interest included number of errors on an articulation test, given to determine quality of speech for each participant, and number of noncomprehension signals on a noncomprehension signaling task, which was administered to determine if the participants could ask for clarification when unclear directions were presented to them. Results indicated that there was a significant relationship between articulation of speech, as measured by articulation errors, and noncomprehension signaling for both groups combined and for the DS group, but not for the FXS group. Results also indicated that, although articulation of speech was not significantly different in males with DS and FXS, males with DS were more likely to noncomprehension signal than males with FXS. [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.]
ED551164
Articulation and Noncomprehension Signaling in Adolescent and Adult Males with Down Syndrome and Fragile X Syndrome
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-4315-2
99
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544266
2015
As Provided
JAN2020
No
Elementary School Teachers
Teacher Attitudes
Beliefs
Semiotics
Minority Group Students
Hispanic American Students
Immigrants
Ethnography
Qualitative Research
Experience
Cultural Influences
Kindergarten
Grade 1
Grade 2
Observation
Interviews
Baratta Posada, Ana Elisa
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Elementary Education
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Grade 2
Semiotic paradigm and Carspecken's (1996) critical ethnography were used in a qualitative research study of elementary teachers' beliefs about minority and Latino/a immigrant students and the role of life experiences, culture and Umwelt in the formation and influence of beliefs. The participants were a kindergarten, first grade, and second grade teacher from a small school district in Indiana. Data was collected from observations and interviews. The data was analyzed through reconstructive data analysis (Carspecken, 1996) and semiotic analysis (Shank, 1994, & 1998). Major findings include: (1) teachers' life experiences have contributed to the way teachers think about themselves, their teaching and their students, (2) Teachers' life experiences during their adult life challenged teachers' teaching, (3) Not all the participants expressed an awareness of the connection between life experiences and their teaching, (4) Teachers in this study established a separation between their personal and professional lives, (5) Teachers seem to have limited awareness of the interconnectedness of who they are and who the other (students, parents etc.) is culturally, (6) Teachers attribute students' achievement to students' family background and perceived parent's values on education. In the case of Latino/a immigrant students, teachers claim that it is not being Latino/a or immigrant that impacts their learning but having a known learning disability, lack of knowledge of English language and home background. [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.]
ED551165
A Semiotic Study of Elementary Teachers' Beliefs about Learning and Teaching of Minority and Latino/a Immigrant Students: The Encounter of Different Umwelten
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2677-4217-9
294
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544240
2015
As Provided
JAN2020
No
Crisis Management
Case Studies
Qualitative Research
Elementary Secondary Education
School Districts
Traffic Safety
Accidents
Bus Transportation
Natural Disasters
Weather
Online Surveys
Interviews
Rural Areas
Students
School Personnel
Community
Student Attitudes
Teacher Attitudes
Community Attitudes
Interpersonal Communication
Safety
Safety Education
Telecommunications
Handheld Devices
Parent Role
Parent Participation
Demography
Tucker, Joy
Dissertations/Theses - Doctoral Dissertations
Missouri
Missouri
English
Elementary Secondary Education
This multiple-case qualitative study was conducted to examine the perceptions of community members, students, and staff regarding school crisis management following a 2006 tornado and 2010 bus accident in a small rural school district in Missouri. Online surveys were collected from 66 participants, and 10 follow-up interviews were completed with students and community members. Analysis of the data resulted in the development of five themes for improvements in the event of future emergencies: (a) prepare for more complete and effective communication during and following an emergency; (b) provide for additional safety training in general; (c) account for every child prior to releasing students to anyone; (d) avoid use of back two rows on any buses; and (e) allow students to be able to use cell phones. Conclusions of the study included the following: Nearly 100% of the respondents felt a high degree of confidence in the district; however, they did have recommendations on ways to improve the district's response to emergencies. Recommendations included developing a parent advisory team to assist with communication during crises; providing parent advisory team training for emergency preparation; providing further training for students in several areas of concern; using the parent advisory team to assist with accounting for every child during and following emergencies; ensuring that every building has a backup paper copy of demographic information on all children; eliminating the use of the two back seats on school buses; and re-examining the school district policy on cell phone use. Recommendations for future research include researching the lessons the Joplin School District learned after its massive tornado of May, 2011; investigating other school districts that have instituted a parent advisory team to assist with emergencies; and developing an updated safety guide with greater detail than the current safety guide. [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.]
ED551168
Perceptions of Crisis Management in a K-12 School District
ProQuest LLC
Ed.D. Dissertation, Missouri Baptist University
2012-00-00
978-1-2677-5259-8
106
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544506
2015
As Provided
JAN2020
No
Alumni
Fund Raising
Colleges
Private Financial Support
Qualitative Research
Semi Structured Interviews
School Personnel
Content Analysis
Educational Finance
Bent, Lauren G.
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Higher Education
Postsecondary Education
An economy struggling to rise out of recession presents a difficult time for institutions of higher education as state and federal support for higher education is not keeping pace with costs (Newman, Couturier, & Scurry, 2004; Wellman, Desrochers, & Lenihan, 2009). It is essential for colleges and universities to raise funds from external sources, particularly alumni, which have continued to wane in recent years. More specifically, institutions should focus on the cultivation of young alumni donors to maximize long-term fundraising efforts (Engagement Strategies Group [ESG], 2010; Hurvitz, 2010; Mann, 2007; Meer, 2010; Monks, 2003). McMillan and Chavis' (1986) "sense of community" theory, which highlights membership; influence; integration and fulfillment of needs; and shared emotional connection, was used as a framework to explore the following research question: What strategies do institutions with high young alumni participation rates employ to promote young alumni giving? Using a qualitative descriptive design, semi-structured interviews (N = 16) were conducted at institutions (N = 4) falling under the same Carnegie classification of Arts & Sciences focus/no graduate co-existence in the northeast. The chief advancement officer, the chief alumni relations officer, the assistant director of young alumni giving, and a young alumnus/a peer agent were interviewed to gather data in a four-strata approach. Data were coded and analyzed using Rubin & Rubin's (2005) interpretive framework. Finally, document analyses of websites, Facebook pages, and campaign letters provided rich content to triangulate the data obtained from the interviews. Five key findings emerged, including: foster a sense of community; treat young alumni as partners; institute philanthropy education; gain feedback; and draw upon emotional connections. Leaders in higher education may benefit from these strategies, which can be used to cultivate young alumni donors, and they may adopt and implement these tactics at their own institutions. Colleges and universities with high young alumni participation rates will benefit from long-term fiscal sustainability (ESG, 2010), and with increased funds, will be more likely to meet their strategic goals (Mann, 2007). Future generations of college students will also benefit because the burden that students acquire due to rising tuition costs may be alleviated through the generosity of alumni. [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.]
ED551169
Young Alumni Giving: An Exploration of Institutional Strategies
ProQuest LLC
Ed.D. Dissertation, Johnson & Wales University
2012-00-00
978-1-2677-4219-3
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544242
2015
As Provided
JAN2020
No
Higher Education
College Students
Gender Differences
Racial Differences
Integrated Learning Systems
Technology Uses in Education
Models
Statistical Analysis
Correlation
Academic Achievement
Anthropology
Biology
Chemistry
Science Instruction
Public Colleges
Validity
Li, Yi
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
This study focuses on the issue of learning equity in colleges and universities where teaching and learning have come to depend heavily on computer technologies. The study uses the Multiple Indicators Multiple Causes (MIMIC) latent variable model to quantitatively investigate whether there is a gender /ethnicity difference in using computer based course management system (CMS) for course tasks. The study further investigates whether there is an association between course management system use and academic achievement. The MIMIC model has many advantages for the current data analysis, including an allowance for simultaneous examination of multiple group differences in a latent factor framework. In this study, data from over 993 students who enrolled in the three courses, Anthropology 201, Biology 206, and Chemistry 116, at a Midwest public university were collected in the spring of 2010. These three courses were selected because the instructors and students actively utilized a course management system for their teaching and learning activities. Data preparation involved the removal of extraneous records and transformation of the original data in order to satisfy the assumption of MIMIC model. The model building procedure began by checking the validity of the measurement model without covariates, followed by incorporating covariate variables--gender (males versus females) and ethnicity (African Americans, Asian Americans, Caucasians, Hispanic Americans)--into the fitted measurement model. A final model with the best model fit was selected for testing group invariance. Results from the final model revealed that: (a) group invariance was present for gender and ethnic groups in use of the course management system. Male students had a significantly higher mean on their frequency of using the course management system than female students. Asian students had the significantly highest mean among all the ethnic groups. Additionally, (b) the amount of involvement in the course management system had positive association with student's academic outcome. When student's scholastic aptitude was controlled, Asian students who used the course management system the most frequently tended to have the highest academic outcome. These findings may imply that "digital divide" experienced in childhood might continue to impact course management system use in college to some extent; also, the quantity use of course management system was critical to student academic outcome, but quantity alone could not guarantee a dramatic improvement of academic achievement. The quality of course management system use needs to be defined. The study has significant implications for policy and practice. Specifically, the study discusses in detail practical methods for eliminating academic discrepancies, which may be due to different uses of course management system. Finally, the study points to new directions for research into course management system use in higher education. [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.]
ED551172
Investigation Gender/Ethnicity Heterogeneity in Course Management System Use in Higher Education by Utilizing the MIMIC Model
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-4486-9
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544280
2015
As Provided
JAN2020
No
Desegregation Litigation
Educational Policy
Mixed Methods Research
Urban Schools
School Districts
Interviews
Equal Education
School Desegregation
Elementary Secondary Education
Desegregation Effects
McCullough, Carla M.
Dissertations/Theses - Doctoral Dissertations
Brown v Board of Education
Brown v Board of Education
English
Elementary Secondary Education
"Brown v. Board of Education" (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was fought with good intentions, there may have been unintended consequences that occurred due to the policy implementation. The purpose of this research was to explore the policy, its implementation, and assess the extent to which the goals of the original policy were met. This study used a mixed-methods approach and was set within one large urban school district. The qualitative portion of the study included interviews with a small group of educators who were directly impacted by "Brown" and its implementation. The data from both the interviews and the selected focus schools indicated that the initial goals of "Brown," equal educational opportunities and integrated schooling, were not met. This research provided information from key areas that may serve as a guide to help make future policy implementation successful. [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.]
ED551174
"Brown v. Board of Education" (1954): An Analysis of Policy Implementation, Outcomes, and Unintended Consequences
ProQuest LLC
Ed.D. Dissertation, Loyola Marymount University
2012-00-00
978-1-2677-5189-8
205
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544480
2015
As Provided
JAN2020
No
Graduate Students
Writing Skills
Graduate School Faculty
Teacher Attitudes
Mixed Methods Research
Academic Discourse
Teacher Surveys
Likert Scales
Interviews
Record, Michael J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This investigation used mixed methods to establish evidence about graduate faculty members' ideas about underprepared writers in graduate school. The research question focused on what faculty think should be done about students who make it through their school's admissions process, but lack the skills necessary for the academic writing tasks associated with their degree requirements. The research method included a quantitative phase in which graduate faculty members responded to a Likert-style survey (n = 143) and a qualitative phase in which graduate faculty members participated in 30-minute interviews (n = 12). Data from the two phases were analyzed separately, followed by a third round of analysis that focused on the overlap of the two. The results indicated that graduate faculty members encounter underprepared writers often, and they believe writing to be very important in graduate school. Little consensus existed in the sample (from both phases) on whether the graduate faculty member is primarily responsible for remediating the underprepared writer or if the institution has a responsibility to offer remediation or support services. Participants favored writing assessment at the beginning of graduate study, a required writing course at the early stages of coursework, and stronger pedagogy, including scaffolding, lower stakes assignments, and the use of writing as a tool of intellectual inquiry. [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.]
ED551175
Underprepared Graduate-Level Writers: What Faculty Members Think Should Be Done
ProQuest LLC
Ph.D. Dissertation, Keiser University
2012-00-00
978-1-2677-5081-5
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544451
2015
As Provided
JAN2020
No
College Students
Adjunct Faculty
College Faculty
Teaching Assistants
Enrollment
Academic Achievement
Models
Student Interests
Intellectual Disciplines
Correlation
Majors (Students)
Age Differences
Teacher Effectiveness
College Entrance Examinations
Bettinger, Eric
Long, Bridget Terry
Reports - Research
Numerical/Quantitative Data
Ohio
ACT Assessment
Ohio
ACT Assessment
National Bureau of Economic Research
English
Higher Education
Postsecondary Education
One of the most pronounced trends in higher education over the last decade has been the increased reliance on instructors outside of the traditional full-time, Ph.D.-trained model. Nearly 43 percent of all teaching faculty were part-time in 1998, and at selective colleges, graduate assistant instructors teach over 35 percent of introductory courses. Critics argue that these alternative instructors, with less education and engagement within a university, are causing the quality of education to deteriorate and may affect student interest in a subject. However, little research exists to document these claims. This paper attempts to fill this void using a unique dataset of students at public, four-year colleges in Ohio. The paper quantifies how adjunct and graduate assistant instructors affect the likelihood of enrollment and success in subsequent courses. Because students with alternative instructors may differ systematically from other students, the paper uses two empirical strategies: course fixed effects and a value-added instructor model. The results suggest that adjunct and graduate assistant instructors generally reduce subsequent interest in a subject relative to full-time faculty members, but the effects are small and differ by discipline. Adjuncts and graduate assistants negatively affect students in the humanities while positively affecting students in some of the technical and professional fields.
ED551178
Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success. NBER Working Paper No. 10370
National Bureau of Economic Research
2004-03-00
Ohio Board of Regents
44
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
N/A
http://www.nber.org/papers/w10370
2015
50
As Provided
JAN2020
No
Social Networks
Students
Correlation
Literacy
Scores
Statistical Analysis
Interpersonal Relationship
Learning Theories
Public School Teachers
Regression (Statistics)
Age Differences
Teaching Experience
Reading Tests
Bicknell, Angela
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Education has continued to follow a traditional teaching model which may not prepare students with needed workforce skills. Social networking has been viewed as a technology tool useful for enhancing communication at both the business and educational level. The theory of connectivism underscores the need for social group interaction to provide meaning. The research questions for this quantitative study involved exploration of the potential connection between social networking and increased literacy skills. 32 public school teachers of one school district provided survey information that included the amount of social networking students used in the classroom. Regression analysis was used to examine the relationship between social networking time per teacher, teacher age, years of experience teaching, and their students' state mandated reading test scores. Increased time on social networking assignments and teacher experience predicted reading test scores. Results suggest that social networking in school is a worthwhile endeavor to bring relevance to students and increase their literacy skills. One implication for positive social change is shifting the national educational pedagogy to include additional technology training for students. A second implication for positive social change is using the results to improve students' technology and literacy skills to help them compete successfully in a global economy. [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.]
ED551179
The Correlation of Students' Classroom-Assigned Time Social Networking with TAKS Literacy Scores
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-5198-0
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544487
2015
As Provided
JAN2020
No
Leadership
Leadership Qualities
Beliefs
Ethics
Prior Learning
Motivation
Individual Development
Models
Phenomenology
Qualitative Research
Interviews
Burgett, Michael J.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
This phenomenological study of the lived experience of leadership emergence was initiated to answer the question, "Where does leadership come from?" Leadership emergence was explored as the result of a nexus of contextual and structural influences. In response to these questions, a sample of leaders from a metropolitan area in a Southwestern state were interviewed using an opened-ended, qualitative process. The interview data were reviewed and analyzed via the Moustakas modified van Kaam method of transcendental phenomenological analysis. The findings of the study supported a number of independent theoretical aspects as factors of leadership emergence and revealed that leadership emergence is fundamental to the presence of four essences that represent the origins of leadership in the sample. These essences presented themselves as phenomena in the data and were classified as deontology, belief systems, patterns, and personal knowledge. In application, these essences represented two parallel or helix timelines of the pre-factors of leadership creation. In representation of these pre-leadership essences, models depicting linear pre-leadership development were developed from the findings, and kinetic leader motivations, personal drivers and external influences creating a nexus of factors for leadership development were illustrated from the study's finding. The study added to the body of knowledge in its unique application of the modified van Kaam methodology to an emerging leadership study and in identification of the potential roots of leadership. [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.]
ED551182
Emerging Leadership Experiences: A Study of Lived Leadership Origins
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3586-7
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544026
2015
As Provided
JAN2020
No
Information Systems
Knowledge Management
Innovation
Business
Organizational Theories
Longitudinal Studies
Research Design
Statistical Analysis
Erturk, Alper
Dissertations/Theses - Doctoral Dissertations
English
Companies constantly adapt to new business environments in order to be successful and stay relevant. Innovation is a vital source for a company to be competitive in the business environment. Innovations enable companies to develop and utilize new strategies, tools, and tactics as well as new products and services. Enterprise resource planning (ERP) systems are comprehensive software packages that aim to integrate business processes and functions. The purpose of this study is to investigate the impact of ERP systems on the innovative capabilities of the organization, using quantitative research methods with an exploratory research design. The design of the study involved determining the influential factors to innovation in terms of ERP systems and analyzing the secondary data of two surveys on innovation and information technologies relationship. The data were collected as a part of a longitudinal, multinational research effort in manufacturing and retail, transportation, and logistics sectors. The research suggests a theoretical framework on ERP innovation relationship and presents empirical findings. [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.]
ED551183
The Impact of the Enterprise Resources Planning Systems on the Innovative Capabilities of the Organization: A Secondary Analysis of the Sectoral E-Business Watch Longitudinal Study 2002-2010
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3612-3
234
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544046
2015
As Provided
JAN2020
No
Advisory Committees
Labor Force Development
Community Colleges
Qualitative Research
Case Studies
Organizational Effectiveness
Semi Structured Interviews
College Administration
Howard, Ruben A., II
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Two Year Colleges
Higher Education
Postsecondary Education
Institutions of higher learning face challenges in accessing the effectiveness of workforce advisory committees. State governing bodies supply broad guidelines and are the only measuring tool given to these institutions to assess the effectiveness of their committees. Organizational models found in the literature do not include state guidelines and are therefore inadequate to measure the effectiveness of workforce advisory committees adequately. This qualitative case study involved an examination of workforce advisory committees in the Lone Star College System by interviewing community workforce advisory members and accessing workforce advisory committee meeting minutes. Workforce advisory committee members answered research questions detailing how institutions of higher learning measured the effectiveness of workforce advisory committees given the outputs of effectiveness by the Texas Higher Education Coordinating Board and how institutions of higher learning measure the effectiveness of workforce advisory committees given the outputs of effectiveness in Genheimer's model. The study included both qualitative and quantitative data from semistructured interviews with advisory committee members. Community workforce advisory committee members shared their thoughts on certain aspects of member selection, input criteria that contributed to Genheimer's effectiveness outputs of effectiveness, and state-supplied outputs of effectiveness. [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.]
ED551184
An Examination of the Organizational Workforce Advisory Committees in the Lone Star College System
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3616-1
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544050
2015
As Provided
JAN2020
Yes
Rhetorical Theory
Tutoring
Intelligent Tutoring Systems
Secondary School Science
Science Instruction
Physics
Scaffolding (Teaching Technique)
Linguistics
Interaction
Academic Discourse
Prediction
Interpersonal Communication
Teacher Student Relationship
High School Students
Pretests Posttests
Natural Language Processing
Katz, Sandra
Albacete, Patricia L.
Reports - Descriptive
Pennsylvania
Pennsylvania
English
Secondary Education
High Schools
For some time, it has been clear that students who are tutored generally learn more than students who experience classroom instruction (e.g., Bloom, 1984). Much research has been devoted to identifying features of tutorial dialogue that can explain its effectiveness, so that these features can be simulated in natural-language tutoring systems. One hypothesis is that the highly interactive nature of tutoring itself promotes learning--that is, the "interaction hypothesis." Although reasonable and agreeing with much research, the interaction hypothesis raises the question of what linguistic mechanisms are involved: that is, which features of "highly interactive" dialogues trigger what processes that are conducive to learning? Our overall strategy in the research described in this article was to inform this question by identifying co-constructed discourse relations in tutorial dialogues whose frequency of occurrence predicts learning, identify the context in which these relations occur, and use this knowledge to formulate decision rules to guide automated dialogues. We used Rhetorical Structure Theory to identify and tag co-constructed discourse relations in a large corpus of physics tutoring dialogues. Our analyses suggest that the effectiveness of human tutoring might well lie in the language of tutoring itself. Moreover, the types of co-constructed discourse relations that predict learning seem to vary based on students' ability level. We describe Rimac, a natural-language tutoring system that implements an initial set of decision rules based on these analyses. These rules guide reflective dialogues about the concepts associated with physics problems. Rimac is being pilot tested in high school physics classes.
ED551185
A Tutoring System That Simulates the Highly Interactive Nature of Human Tutoring
Grantee Submission
Journal of Educational Psychology v105 n4 p1126-1141 2013
2013-00-00
Institute of Education Sciences (ED)
16
T
http://dx.doi.org/10.1037/a0032063
2015
54
As Provided
JAN2020
Yes
R305A10063
Yes
Interpersonal Competence
Behavior Development
Emotional Development
Program Implementation
Program Development
Self Esteem
Daily Living Skills
Lesson Plans
Values Education
Elementary Education
West, Melanie L.
Reports - Descriptive
English
Elementary Education
The needs of our students have drastically changed over the years and school districts are increasingly finding themselves in need of new programs and curricula to address the social, emotional, and behavioral needs of their students. Student achievement and readiness is impacted due to a lack of basic skills needed in the classroom. This paper proposes that a Social, Emotional, and Behavioral Skills Program either created by the school or purchased from an education reform company can lead to student positive self-esteem and self-confidence, which in turn helps to create a positive and healthy environment for the entire school. Two such programs are Positive Action and LifeSkills. Both programs have lessons and curriculum ready for schools to use on a grade level basis and can help students to prepare themselves for the classroom.
ED551188
The Growing Need for Social, Emotional and Behavioral Skills Programs in Our Nation's Schools
Online Submission
2014-12-21
15
N/A
2015
14
As Provided
JAN2020
No
Information Security
Organizational Culture
Statistical Analysis
Surveys
Correlation
Literature Reviews
Pierce, Robert E.
Dissertations/Theses - Doctoral Dissertations
English
This research study reviewed relative literature on information security and information security culture within organizations to determine what factors potentially assist an organization in implementing, integrating, and maintaining a successful organizational information security culture. Based on this review of literature, five key factors were determined to potentially contribute to a successful information security culture. A survey instrument was designed to determine if each of the key factors had a significant association with a successful organizational information security culture, if the factors had a positive or negative relationship with a successful information security culture, and the strength of the relationship to a successful organizational security culture. The data from 200 useable surveys were analyzed using the Chi Square Test of Independence and Bivariate/Pearson's correlation to determine the relation between each of the key factors, the independent variables, and the dependent variable, defined as a successful organizational information security culture. The analysis of this data is presented for both scholarly and practitioner information and use. [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.]
ED551189
Key Factors in the Success of an Organization's Information Security Culture: A Quantitative Study and Analysis
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3622-2
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544055
2015
As Provided
JAN2020
No
Special Education
Eligibility
Educational Trends
Rural Urban Differences
Regional Characteristics
Differences
Statistical Analysis
Counties
Disabilities
Profiles
Elementary Secondary Education
Welty, Suzanne Moore
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Secondary Education
The purpose of this study was to assess differences in trends between 13 special education diagnostic eligibility categories over time in California. A secondary purpose was to determine whether differences occur among county types (rural, urban, or other) or between regions (Northern or Southern California). Analysis of descriptive statistics revealed that changes have occurred over time within the 13 eligibility categories between the years 2002, 2004, 2006, 2008, and 2010. Thirteen repeated measure ANOVAs were performed, one for each eligibility category, with the dependent variable being percentage and the independent variable year. Results indicated that the SLD category demonstrated a significant decrease between 2002 and 2010. Categories with significant increases between 2002 and 2010 included OHI, AUT, ED, HOH and DB. Categories which did not demonstrate significant changes included SLI, ID, DEAF, VI, OI, MD and TBI. To determine whether significant changes occurred between Northern and Southern California regions, 5 Profile Analyses were performed, 1 for each year studied. The results indicated no significant differences between Northern and Southern California. A second set of profile analyses were run, 1 for each year, to determine whether there were significant differences between rural, urban, and other county types. The results indicated that for each year, there were significant differences between county types, with lowest percentages of SLD occurring in urban counties. SLI and OHI were highest in urban counties. The category of AUT was highest in rural county types. Practical and scientific significance of these eligibility changes was discussed. [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.]
ED551190
California Special Education Eligibility: Analysis of Trends from 2002-2010
ProQuest LLC
Ed.D. Dissertation, Azusa Pacific University
2012-00-00
978-1-2677-3628-4
188
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544060
2015
As Provided
JAN2020
No
Preservice Teachers
Teacher Evaluation
Secondary School Science
Science Teachers
Inquiry
Active Learning
Science Instruction
Pedagogical Content Knowledge
Learner Engagement
Reflective Teaching
Scores
Semi Structured Interviews
Student Journals
Secondary School Teachers
Billington, Barbara Lynne
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
In secondary science, the 2011 Teacher Performance Assessment (TPA) was designed to represent a teacher candidate's ability to both apply their understanding of their science content knowledge and pedagogical content knowledge, and to allow the candidates to reflect on student learning. Specifically, Task 2 of the TPA requires teacher candidates to observe their students in action, and to reflect upon both the levels and types of student engagement present in their video. Inquiry-based instruction is a key component of educational reform in science. While scientific inquiry may be difficult for teacher candidates, this video-based commentary provides the opportunity for them to focus on developing an inquiry-based learning environment in their classroom. During the pilot year of the TPA, findings in this study revealed that teacher candidates' scores on the TPA were directly related to their ability to hear, understand, and evaluate the content of student conversations. Most candidates had appropriate views of inquiry-based instruction, and revealed strong reflective practice in both their written commentary and their reflective journal postings. However, the teacher candidates struggled to implement inquiry in meaningful ways, and to capture good evidence of inquiry-based instruction and student engagement for the TPA Task 2. Cross case analysis considered six teacher candidates' TPA scores, reflective journal postings, and semi-structured interviews. Four of the six candidates who were interviewed passed the TPA Task 2, and revealed rich descriptions of inquiry in their commentary, reflective journals and interviews, including all five essential features of inquiry. The two low-scoring candidates, however, had vague descriptions of inquiry, and left out one or more essential feature of inquiry. Additionally, one candidate maintained misunderstandings in their interview. [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.]
ED551191
Analysis of TPA Task 2: Instructing and Engaging Students--What Evidence Does the Teacher Performance Assessment Reveal about Science Education Teacher Candidates' Understanding of Inquiry-Based Instruction?
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2677-3701-4
259
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544071
2015
As Provided
JAN2020
Yes
Foreign Countries
College Students
Documentaries
Electronic Learning
Student Projects
Focus Groups
Educational Technology
Proximity
Sociocultural Patterns
Communities of Practice
Problem Solving
Social Environment
Reflection
Concept Formation
Service Learning
Qualitative Research
Observation
Mukama, Evode
Reports - Research
Journal Articles
Rwanda
Rwanda
ISSN-2197-8646
English
Higher Education
Postsecondary Education
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students' sociocultural proximity, the more focused learners' attention are on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students' sociocultural proximity, i.e. taking into consideration students' physical, cultural and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists and the wider community.
ED551194
Bringing Technology to Students' Proximity: A Sociocultural Account of Technology-Based Learning Projects
Online Submission
International Journal for Research in Vocational Education and Training (IJRVET) v1 n2 p125-142 2014
2014-00-00
20
N/A
2015
38
As Provided
JAN2020
No
Social Work
Professional Education
Field Experience Programs
Student Placement
Undergraduate Students
Statistical Analysis
Correlation
Online Surveys
Influences
Program Termination
Policy
Tyler, Janet
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
According to R. Wayne ("Legal Guidelines for Dismissing Students Because of Poor Performance in the Field," 2004), there is a widely accepted assumption in social work education that field placement provides the best opportunity to evaluate students' goodness-of-fit with the profession and is therefore used to weed out unsuitable students. This study examined factors that result in premature termination of bachelor of social work (BSW) students' field placements. The study was quantitative, non-experimental, correlational research. The study instrument was a self-administered web-based survey that was sent to respondents via e-mail. The relationship between variables that contribute to premature termination of field placement for BSW students was investigated. The findings indicate that termination-from-field placement policy is considered important and the policy is communicated to departmental faculty, social work students and field placement agencies/organizations. The study also revealed the students who have experienced premature termination/disruption from field placement are reinstated into field placement the majority of the time. [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.]
ED551200
Disrupted Social Work Field Placement: Factors That Contribute to Premature Termination of BSW Students' Field Placement
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3950-6
157
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544186
2015
As Provided
JAN2020
No
Instructional Leadership
Capacity Building
Principals
Elementary Secondary Education
Self Efficacy
Leadership Training
Correlation
Surveys
Measures (Individuals)
School Districts
School District Size
Response Rates (Questionnaires)
Likert Scales
Administrator Attitudes
Positive Attitudes
Rating Scales
Statistical Significance
Matte, Julie Vincent
Dissertations/Theses - Doctoral Dissertations
Louisiana
Louisiana
English
Elementary Secondary Education
Schools and school districts are faced with a shortage or pending shortage of school principals and individuals desiring to be a school principal. Building leadership capacity, especially for the role of school principal, must become a priority for school and district leaders (Fleener et al., 2009; Louisiana Department of Education, 2011; Rhodes & Brundrett, 2009; Schmidt-Davis & Bottoms, 2011). A review of the literature addressing possible ways to build leadership capacity included succession planning, leadership development, and leadership efficacy. This study investigated the relationship between administrators' involvement in leadership development and their self-efficacy for school leadership. A survey, composed of two instruments, was used to collect information from administrators of a large school district in Southeast Louisiana. The response rate was high at 74%, with 95 of 129 administrators responding. Respondents answered five-point Likert scales on the first instrument which measured leadership development experiences, value placed on these experiences, and attitudes toward these experiences. Computation of item means indicated that respondents had some participation in pre-administrator leadership development and felt that the activities or experiences were important in developing them as leaders. Respondents held a somewhat favorable attitude toward the activities. The second part of the survey, also a five-point Likert scale and an adaptation of the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004), addressed administrators' levels of self-efficacy toward administrative tasks. Respondents, on average, held a somewhat strong self-efficacy toward the tasks. Calculations of the relationship between leadership development and administrator self-efficacy revealed a statistically significant relationship. That is, the more administrators were involved in leadership development, the higher their levels of leadership self-efficacy. [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.]
ED551202
Building School Administrator Capacity: The Relationship between Leadership Development and Administrator Self-Efficacy
ProQuest LLC
Ed.D. Dissertation, Southeastern Louisiana University
2012-00-00
978-1-2677-4340-4
163
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544269
2015
As Provided
JAN2020
No
Journalism Education
Entry Workers
News Reporting
Writing Skills
Critical Thinking
Personality Traits
Career Readiness
Employment Qualifications
Case Studies
Interviews
Surveys
Observation
Kuban, Adam Jeremy
Dissertations/Theses - Doctoral Dissertations
Utah
Utah
English
Journalism educators must make critical decisions about their undergraduate curricula, determining how to best prepare their students for professional careers. Present scholarship indicates that a disconnect exists in what journalism students think they ought to know and/or be able to do upon graduation, what educators think they must teach their students, and what current practitioners identify and value in entry-level journalists. This case study addresses a void in scholarship, as it explores what constitutes adequate preparation in a local context: via perceptions of journalism students and educators at the University of Utah as well as journalism practitioners who work in the Salt Lake Valley. Multiple methods--focused interviews, descriptive surveys, and direct observations--illuminated students', educators', and practitioners' perceptions of preparation and revealed, contrary to other researchers' findings, overall agreement among these three communities. Entry-level journalists, according to the data, must have stellar reporting and writing skills, exercise critical-thinking skills, remain curious about the world around them, understand basic governmental processes and protocols, and practice their craft--on their own and in professional opportunities as they emerge. Eight specific suggestions resulted from the data that may improve the existing undergraduate journalism curriculum at the University of Utah. [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.]
ED551203
Preparation for the Profession: An Examination of the Triangulation among University of Utah Journalism Educators, Their Students, and the Salt Lake Valley Media Practitioners Who Hire Them
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2677-3421-1
267
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543973
2015
As Provided
JAN2020
No
Foreign Students
College Students
Social Distance
Student Attitudes
Ethnic Groups
Cultural Influences
White Students
Minority Group Students
Intergroup Relations
Student Diversity
Questionnaires
Statistical Analysis
College Faculty
Jourdini, My Mustapha
Dissertations/Theses - Doctoral Dissertations
Appalachia
English
Higher Education
Postsecondary Education
This study examined the effects of exposure to international students on American student and faculty perceptions at a regional Appalachian University. A revised and improved version of Jaleh Shabahang's (1993) "International Education Opinionnaire" was used to survey American students and faculty regarding their perceptions of the educational and cultural impact of international students. The revised instrument also measured American student and faculty perceptions of five ethnic groups of international students. Three independent samples t-tests were administered to compare the views between two American groups: students or faculty in international-related academic departments (IRs) and non-international-related academic departments (NIRs). The first test examined the average difference in perceived educational impact of international students. The second test examined the difference in perceived cultural impact of international students. The third test examined the relative standing of five ethnic groups of international students between White, Non-Hispanic and Non-White participants. Data analysis revealed that there were no significant differences between American students or faculty from IRs and NIRs on the first and second tests. The data analysis also revealed no significant differences between White, Non-Hispanic and Non-White American students or faculty regarding their attitudes toward the five ethnic groups of international students. American students and faculty from both kinds of academic departments at the Appalachian University mostly agreed or strongly agreed on the positive educational and cultural contributions of international students. In terms of perceptions, the third independent samples t-test showed that Middle Eastern and Hispanic students ranked the lowest. [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.]
ED551204
The Impact of International Students on American Students and Faculty at an Appalachian University
ProQuest LLC
Ed.D. Dissertation, Eastern Kentucky University
2012-00-00
978-1-2677-3489-1
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543977
2015
As Provided
JAN2020
No
Academic Advising
Computer Mediated Communication
Web Sites
Student Attitudes
College Students
Community Colleges
Delivery Systems
Student Surveys
Mixed Methods Research
Flowers, Jefferson Lee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Student support services, such as academic advising, promote college student retention and increased graduation rates. As educational institutions continue to face budgetary uncertainties, academic advising services are facing cuts that threaten their ability to provide student support. Online solutions are being advanced at many institutions, as they offer potential amplification of dwindling resources. Although online education has been heavily researched, online academic advising is not as well studied. This study sought to understand the core components of academic advising and applied these findings to the creation of an online academic advising website, a virtual intelligent counselor (VIC). VIC was then used to probe student perceptions of online academic advising. A mixed-methods multiphase research design, using both a pre-validated survey instrument and student interviews, permitted comparison of student perceptions of this academic advising website to perceptions of an actual advising system at a local area community college. Student perceptions of the website demonstrated support for peer-generated educational roadmaps and other design elements incorporated into VIC. Additionally, the usefulness and potential of this website as a planning tool was seen in student interviews. Online tools hold the promise of delivering advising services in financially difficult times, and the importance of proper design has been shown to be a key to unlocking this great challenge. [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.]
ED551206
Understanding and Unlocking the Potential of Online Academic Advising
ProQuest LLC
Ed.D. Dissertation, San Francisco State University
2012-00-00
978-1-2677-4533-0
241
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544287
2015
As Provided
JAN2020
No
Kindergarten
Young Children
Student Characteristics
Public Schools
Academic Achievement
School Readiness
Skills
Informal Education
Family Environment
Scores
Parent Surveys
Correlation
Age Differences
Davis, Shana Dyan Lester
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Kindergarten
Primary Education
Early Childhood Education
Public school education and reform face a myriad of challenges that are uniquely different from those of years past. Tougher curriculum standards, societal differences, cultural diversity and an overall shift in educational attitudes and practices may limit and change the educational success of many children. The cognitive development of students and knowledge base of students entering school is coherently critical to the success of not only the child, but the school and school system as well. Because of this, high stakes are now placed upon a school's performance. With the unyielding pressure to excel on standardized tests, schools often find it critical for students to enter kindergarten ready to learn and having skills previously unheard of. This study took an in-depth look at the skills students should have prior to entering kindergarten as well as the informal education they receive from their home environment prior to entering formal education in a suburban north Georgia school district. The study collected and interpreted data, test scores, and parent surveys in order to decipher a correlation. Based on the results of the responses as indicated on the parent survey, there were not any specific home or preschool activities that significantly affected GKIDS scores. On the contrary, the age of the kindergarten student does significantly affect students' GKIDS scores. This study paved the way to creating and developing programs, literature, classes, and insight that will help future kindergarteners and their parents ensure kindergarten success. [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.]
ED551208
Characteristics of Successful Kindergarten Students in Georgia Public Schools
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5428-8
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544555
2015
As Provided
JAN2020
No
Nurses
Physicians
Information Technology
Intention
Use Studies
Users (Information)
Technology Integration
Adoption (Ideas)
Computer Software
Self Efficacy
Difficulty Level
Hospitals
Brown, Lori Jill
Dissertations/Theses - Doctoral Dissertations
English
For nurses or physicians practicing in any healthcare setting today, nothing seems to be as unsettling then change associated with the introduction of new information technology. The need for information technology has created a new host of challenges that do not easily align to clinical practice. In this study, perceptions of usefulness, ease of use, relevance, complexity and self-efficacy were examined relative to understanding what creates intention to use information technology. Clinicians from three hospitals participated by completing a survey designed to target their perceptions of these constructs as related to the introduction of a policy and procedure software product as an example of new information technology designed to support clinical care. Using multiple regression methodology, relationships between individual constructs were explored and evaluated as predictors of intention to use information technology. The findings of this study indicate that Perceived Usefulness and Perceived Relevance are of paramount importance to both of these groups of knowledge based workers, but most particularly to physicians. Furthermore, the study findings indicate that Task Specific-Computer Self Efficacy builds with increased exposure to information technology. The results of this study support plausible application for immediate improvement in launching new information technology for nurses and physicians. [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.]
ED551209
Determinants of User Adoption of Policy and Procedure Software: An Examination of Relationships between Task-Specific Computer Self-Efficacy, Perceived Relevance, Perceived Complexity and Predictions of Intent to Use Information Technology
ProQuest LLC
D.H.A. Dissertation, Central Michigan University
2012-00-00
978-1-2677-3546-1
272
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3543988
2015
As Provided
JAN2020
No
Teacher Exchange Programs
International Educational Exchange
Public Schools
Charter Schools
Foreign Countries
Adjustment (to Environment)
Teachers
Interviews
Teacher Orientation
Experience
Siler, James Thomas
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
China
Germany
Colombia
China
Colombia
Germany
English
This study traces the first year experiences of six international exchange teachers employed in three public and charter schools settings from three districts in two southeastern states. Interviews with these teachers from China, Germany and Colombia, and with their school and district leaders enabled me to produce a narrative of how international exchange teachers adapt to teaching in American schools. I adopted a cooperative stance as I observed and audio recorded their personal and professional lives at the beginning of the school year, then again shortly following the scheduled mid-year winter break, and for a third time before end-of-year state testing in the spring. I found that all of these international exchange teachers shared two struggles. First, there were challenges of adjusting to the lifestyle: to acknowledge that America is as diverse as it is homogeneous. Second, was the challenge of adjusting to the mores of American life---that of getting a state license to drive, buying a car, finding an insurance agent to provide vehicle coverage. Also find a place to live, access to water and electrical services, and secure household furnishings became an unexpected endeavor. The context of colleagueship was shown to fall within a short window of time. This was due to teachers arriving in the states after the school year had begun with little time to prepare rooms or gather classroom materials. When comparing the practices of the participants in their native countries to their American classroom practices mirror the current culture. Participants had unclear expectations of the program design, and procedural expectations. Central to that focus was management of student's behavior, lack of classroom resources and understanding parent participation and parent expectations. Common themes emerged, indicating these teachers all had a desire to work with students, a passion for teaching and expanded opportunities in their home countries that stem from their experiences teaching in the United States. Exemplary models of induction both in the U. S. and internationally should be sought in order to identify and disseminate best practices that would better accommodate international exchange teachers' transition into the teaching carousel. [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.]
ED551211
Perspectives on an Induction Process for International Exchange Teachers: A Leadership Perspective
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2677-4608-5
148
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N/A
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2015
As Provided
JAN2020
No
Paraprofessional School Personnel
Competence
Special Education
Elementary Secondary Education
Disabilities
State Standards
Accountability
School Districts
Mixed Methods Research
Surveys
Trahms, Cindi Jo
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Elementary Secondary Education
Federal and state mandates requiring accountability for the achievement of all students--including those with disabilities--coupled with tight budgetary restraints has led to the steady rise in the employment of paraprofessionals in P-12 educational settings. The emergence of the paraprofessional system has led to several challenges. While several states have delineated competencies in the standards they believe paraprofessionals should demonstrate, the problem exists in that it is unknown whether paraprofessionals possess these competencies. The purpose of the two-phased, sequential mixed method study was to explore the perceived competency of paraprofessionals in an educational district in a Midwestern state using their own voice. The first, quantitative phase addressed the significant difference in perceived competency based on years worked as a paraprofessional through data analysis of survey. The second, qualitative phase further investigated the survey results by interviewing several survey respondents to probe the significant quantitative results. Based on the data, there was a significant difference in competency based on years worked. Paraprofessionals with 6 or more years of service recognized and were competent in the professional nature of their work. Overall, they viewed themselves as somewhat competent in all nine core competencies, but believed their supervising teachers, special education directors, and administrators were not aware of the core competencies and their administrators were not aware of what paraprofessionals do each day. Not being viewed as a professional makes the job they perform less effective and results in school districts not investing needed resources in their training. [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.]
ED551213
More than Just a Whistle: Paraprofessionals' Perceived Competency
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5450-9
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544574
2015
As Provided
JAN2020
No
Middle Schools
Junior High Schools
School Restructuring
Educational Change
Educational Policy
Decision Making
Zoning
School Construction
Instructional Program Divisions
Planning
Transformational Leadership
Principals
Qualitative Research
Case Studies
Interviews
Lasker, Karen
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The purpose of this qualitative research study was to follow 1 principal's journey to assist the district in its reconfiguration goals, and help the school change through deep examination of district personnel's and parents' perceptions of the change process. This was done by acknowledging distinctions and differences between junior high schools, the current middle school, and the new middle school, delineated by current middle school-reform research. This study explored issues regarding the policies, personnel, decision-making strategies, timelines, and organizational structures of the new middle school. The reconfiguration resulted in rezoning attendance zones, reconstructing the new high school, raising the new elementary school, repurposing the old elementary school, reconfiguring the grades, and reassigning existing staff among the district's buildings. The students in the 4 middle schools, the junior high school, and the new high and elementary schools were reassigned. The district established a 2012 planning committee to inform decision making. Influences affecting perceptions were found in three primary trends: (a) communication, (b) leadership, and (c) the plan. Each trend was supported with axial and open codes from the triangulation of data, including standardized open-ending interviews, observations, and document collection. Three key groups of participants were a major part of this qualitative case study: district administrators, teachers, and parents. Participants were interviewed to provide perceptions about the initial stages of reconfiguration and the reconfiguration itself. The overall findings and conclusions from this study showed that planning, communication, and superior leadership are keys to receiving viable results in a school-district restructuring. Recommendations for further study include (a) replication of this study in all middle schools in the district, (b) studying all middle schools in the state following the National Middle School Association Model, (c) focus on the academic achievement of students in the 5-7 configuration, and (d) interviews should include students who were impacted by the reconfiguration. [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.]
ED551214
Perceptions of a Middle School Reconfiguration: A Descriptive Case Study
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-5495-0
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544599
2015
As Provided
JAN2020
No
Computer Attitudes
Adoption (Ideas)
Technology Integration
Information Technology
Citizen Role
Trust (Psychology)
Intention
Use Studies
Users (Information)
Government (Administrative Body)
Age
Sex
Experience
Expectation
Social Influences
Statistical Significance
Correlation
Statistical Analysis
Models
Awuah, Lawrence J.
Dissertations/Theses - Doctoral Dissertations
English
Understanding citizens' adoption of electronic-government (e-government) is an important topic, as the use of e-government has become an integral part of governance. Success of such initiatives depends largely on the efficient use of e-government services. The unified theory of acceptance and use of technology (UTAUT) model has provided a theoretical foundation for studying the adoption of e-services generally. At present, the UTAUT model does not provide for the variable of perceived trust, which this study believes to represent a significant limitation of the model. This study explores the integration of trust into UTAUT in an attempt to investigate how the revised model might better explain the citizens' acceptance and adoption of e-government services. Therefore, in this quantitative, correlational survey study, data was obtained from a sample of a United States population. The research results, based on the hypotheses, indicated statistically significant positive relationship between perceived trust in e-government and behavioral intention to use e-government services, on one hand, and between perceived trust in the government and behavioral intention to use e-government services on the other. Based on the findings, the study concluded that there was significant, positive relationship between perceived trust and intention to use e-government services. Additionally, the study established that trust, gender, age, and experience significantly moderate the impact of performance expectancy, effort expectancy, and the social influence on intention to use e-government services, though to different degrees. [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.]
ED551215
An Empirical Analysis of Citizens' Acceptance Decisions of Electronic-Government Services: A Modification of the Unified Theory of Acceptance and Use of Technology (UTAUT) Model to Include Trust as a Basis for Investigation
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-3576-8
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544016
2015
As Provided
JAN2020
No
Two Year Colleges
Private Colleges
College Faculty
Communities of Practice
Faculty Development
General Education
Needs Assessment
Educational Assessment
Teacher Collaboration
Marty-Pearson, Julie
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
At San Joaquin Valley College, a culture of cultivating student learning through assessment was created in response to the Western Association of Schools and Colleges-Accrediting Commission of Community and Junior Colleges requirements for Fall 2012. In General Education, promoting and developing this culture has been more difficult with faculty teaching the curriculum across 11 campuses including: Aviation, Bakersfield, Fresno, Hanford, Hesperia, Modesto, Online, Rancho Cordova, Rancho Cucamonga, Temecula, and Visalia. A needs assessment was conducted to understand the climate of assessment based on the professional development for general education faculty at San Joaquin Valley College. Supported by the information gathered through the needs assessment and the research literature on assessment, teaching and learning, and faculty professional development, the model of a faculty learning community was found to be the best way to promote collaboration among faculty in all types of academic communities. At San Joaquin Valley College, a faculty learning community in general education was developed to focus on assessment efforts across all courses and campuses. This project, known as the general education faculty learning community, included faculty from all campuses and disciplines within general education. The general education faculty learning community members, through six months of training and collaboration, each developed trainings that they in turn conducted on their home campuses with general education faculty. This increased the overall professional development of all general education faculty on topics including assessment and student engagement. The faculty involved with the general education faculty learning community then focused on the goal of creating common and authentic assessments for general courses taught at San Joaquin Valley College by September 2012. [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.]
ED551217
Creation and Implementation of a Faculty Learning Community as a Model for Professional Development: Addressing the Needs of the General Education Faculty at a Private Junior College
ProQuest LLC
Psy.D. Dissertation, Alliant International University
2012-00-00
978-1-2677-4655-9
185
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544343
2015
As Provided
JAN2020
No
Elementary School Teachers
Data
Participative Decision Making
Experience
Qualitative Research
Phenomenology
Hermeneutics
Interviews
Primary Education
Teacher Attitudes
Barriers
Ralston, Christine R.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Primary Education
Early Childhood Education
The purpose of this qualitative study was to describe the lived experiences of primary classroom teachers participating in collaborative data-driven decision making. Hermeneutic phenomenology served as the theoretical framework. Data were collected by conducting interviews with thirteen classroom teachers who taught in grades kindergarten through third grade who participated in collaborative data-driven decision making with their grade level team. Those interviews were audio recorded and transcribed. Item analysis was performed on the individual interviews and data were placed into a matrix. The matrix was then validated and unfolded during interviews with each team. The study focused on two questions. First, what is the experience of the classroom teacher as he or she participates in collaborative data-driven decision making? And second, how do teachers feel about collaborative data-driven decision making in practice? As a result of the study, eight themes emerged as the central experiences of teachers participating in collaborative data-driven decision making. Those themes included: Data, Team Dynamics, Collaboration, Efficacy, Time, Paperwork, Administration and Professional Development. Themes were identified through the analysis of the overall experience of the participant group of thirteen primary grade teachers representing four grade level teams. While commonalities exist among the themes, the overall experience of the participants identified both benefits of and barriers to effective collaborative data-driven decision making. This study has implications for schools that are currently implementing a collaborative data-driven decision making model, or for schools or districts that are considering utilizing a collaborative data-driven decision making model for continuous school improvement. Keywords: collaboration, data, data-driven decision making, hermeneutic, phenomenology, PLC, professional learning community, problem solving, response to intervention, RTI. [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.]
ED551218
Collaborative Data-Driven Decision Making: A Qualitative Study of the Lived Experiences of Primary Grade Classroom Teachers
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-4663-4
197
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544350
2015
As Provided
JAN2020
No
High School Students
Mental Retardation
Reading Instruction
Oral Reading
Intervention
Pictorial Stimuli
Reading Comprehension
Multiple Choice Tests
Recall (Psychology)
Story Telling
Generalization
Literacy Education
Shurr, Jordan C.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when read a variety of expository texts aloud. A multiple probe single subject design was employed to measure the effect of the intervention across three different texts including leveled SRA readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing comprehension as measured by the students' story retell abilities. Comprehension assessment was collected in both three option knowledge based multiple-choice questions and student retell of the text content. While mixed results were observed in the multiple-choice accuracy, this study revealed that the PPD intervention was effective in increasing student comprehension by improving the story retell in terms of quantity (i.e. word count and idea units) and quality (i.e. text and picture relevant idea units) across the text types. These overall positive effects were replicated in the generalization phase, which involved peer supports in an inclusive, neutral school setting. [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.]
ED551220
Literacy Access: An Examination of the Picture Plus Discussion (PPD) Intervention Using Typical and Age Appropriate Texts
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-4691-7
178
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544378
2015
As Provided
JAN2020
No
Hispanic American Students
Graduate Students
Doctoral Degrees
Parent Background
Educational Attainment
Socioeconomic Status
Cultural Influences
Barriers
Disproportionate Representation
Questionnaires
Surveys
Social Support Groups
Academic Support Services
Student Personnel Services
Hernandez, Eduardo
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study is to identify the critical events and support systems that have contributed to the attainment of an academic doctorate by Hispanics and to discern the similarities that existed in their parental educational level, socioeconomic status, and cultural background. The study will furthermore seek to identify major obstacles encountered by the subjects in attaining their degree and how the respondents dealt with the problems with which they were confronted. This analysis can be a tool for developing programs and support systems that will increase the number of future doctoral degree recipients. Consider that today Hispanics are the youngest population group in the United States; one-third of Hispanics are under 18 years of age, and they represent approximately 15% of the K-12 population. While the Hispanic population continues to grow, its educational achievement continues to lag behind the rest of the nation (Fry, 2003). This study concerning Hispanic American students who have attained an academic doctorate is descriptive in nature. A two-part questionnaire will be set up on an official internet based survey website, via Survey Monkey, as well as mailed to one hundred Hispanic American students who have earned a doctoral degree. A letter explaining the nature and purpose of the study will be included with each questionnaire. Every participant will be assured that their anonymity and confidentiality of information will be respected following standard research practices. If a questionnaire has not been returned by the end of three weeks, a follow-up letter of inquiry will be sent electronically, when possible, to verify receipt and anticipated date of return of the questionnaire. Telephone calls will also be made in order to provide quality follow-up with each prospective participant who requests further clarification or who may not have responded to each question. The first part of the questionnaire will request demographic information about each respondent, including parental education, cultural background, cultural orientation and socioeconomic characteristics. The second part of the questionnaire will garner information concerning critical events, support systems, and major obstacles encountered by the subjects in the pursuit and completion of the doctoral degree. [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.]
ED551221
Hispanic American Degree Attainment and the Effects of Critical Events and Support Systems
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2677-5157-7
154
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544466
2015
As Provided
JAN2020
No
Adjunct Faculty
Interviews
Higher Education
Writing Instruction
Administrators
Self Concept
Identification (Psychology)
Social Influences
Expertise
Theories
Careers
Masters Degrees
Sidey, Mark Edward
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
This dissertation examines the social identity of adjunct faculty and the implications for writing program administrators (WPAs). With the ever increasing reliance on Master's degree teachers to teach first-year composition and other writing classes, WPAs are faced with the task of attempting to bring some level of disciplinary coherence to writing programs. This study consists of interviews of adjuncts at a Midwestern University that employed up to 50 adjuncts a year. Interview questions were developed using social identity theory. Interview results were analyzed via expertise and career theories. Findings indicate that adjuncts who do not have a Rhetoric and Composition PhD are unlikely to have a social identity as a member of the discipline and are unlikely to achieve expert status as disciplinary teachers. Recommendations are presented for strengthening writing programs and in addressing the national adjunct situation. [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.]
ED551222
WPAs and Adjuncts: What We Can Learn from Social Identity & Expertise Theories
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-4692-4
204
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544379
2015
As Provided
JAN2020
No
Masters Programs
Electronic Learning
Online Courses
Graduate Students
Student Evaluation
Group Unity
Persistence
Student School Relationship
Models
Predictor Variables
Synchronous Communication
Trust (Psychology)
Student Attitudes
Reputation
Universities
Marketing
Dehghan, Ali
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Relationship marketing is attracting, maintaining, and, in multi-service organizations, enhancing customer relationships. Educational programs and services, like those of businesses, depend highly on the repeated purchases of their loyal customers. The purpose of this descriptive research is to investigate the relationships between factors that may lead to student loyalty in online graduate educational programs. Specifically, the study seeks to examine the relationships between service quality, technology, trust, commitment and satisfaction, reputation and ultimately loyalty. A new model is presented, which includes the results of testing these variables. The results of this study concluded that satisfaction with the program has the highest degree of association with student loyalty. Although service quality was found to be one of the key correlates to student loyalty to the program in face-to-face educational settings, it was found to be an insignificant element in assessing student loyalty to the program in online courses. Surprisingly, the construct of technology was found to be an important factor; specially, the role of using synchronous online tools. The findings also support relationship marketing theory (Morgan & Hunt, 1994) and the roles of commitment and trust. However, this research found the role of commitment more important than that of trust. This study recognized reputation of the university as a vital mediator for building a mutually beneficial relationship between students and universities. The research includes implications to help service providers (educational institutions) improve their marketing strategies to ensure that online students (customers) remain with their desired online programs. [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.]
ED551223
Student Loyalty Assessment with Online Master's Programs
ProQuest LLC
Ph.D. Dissertation, Eastern Michigan University
2012-00-00
978-1-2677-5646-6
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544621
2015
As Provided
JAN2020
No
Heart Disorders
Patients
Rural Population
Records (Forms)
Chronic Illness
Mixed Methods Research
Usability
Health Services
Information Technology
Baron, Karen Parsley
Dissertations/Theses - Doctoral Dissertations
English
Personal Health Records (PHRs) allow patients to access and in some cases manage their own health records. Their potential benefits include access to health information, enhanced asynchronous communication between patients and clinicians, and convenience of online appointment scheduling and prescription refills. Potential barriers to PHR use include lack of computer and internet access, poor computer or health literacy, security concerns, and provider disengagement. PHRs may help those living in rural areas and those with chronic conditions such as heart failure, monitor and manage their disease, communicate with their health care team and adhere to clinical recommendations. To provide some much needed actual research, a descriptive mixed methods study of the usability, usefulness, and disease management potential of PHRs for rural heart failure patients was conducted. Fifteen participants were enrolled. Usability issues fell into three categories: screen layout; applying consistent, standard formatting; and providing concise, clear instructions. Participants used PHR features that were more convenient than other methods or that had some additional benefit to them. There was no difference between rural and urban participants. A heart failure nurse promoted recording daily heart failure symptoms in the PHR. Most participants did so at least once, but many found it cumbersome. Reasons for recording included the comfort of having clinical staff monitor the data. Participants who were stable did not find recording as useful as did those who were newly diagnosed or unstable. Participants used asynchronous communication to send messages to the heart failure nurse that they would not otherwise have communicated. The study expands the knowledge of PHR use by addressing useful functionality and disease management tools among rural patients with heart failure. The patients were able to complete tasks they found useful. The increased communication and disease management tools were useful to some. [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.]
ED551224
Incorporating Personal Health Records into the Disease Management of Rural Heart Failure Patients
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-4737-2
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544408
2015
As Provided
JAN2020
No
African American Students
Middle School Students
Males
Educational Environment
Reading Achievement
Suburban Schools
Culturally Relevant Education
Mixed Methods Research
Rating Scales
Observation
Focus Groups
Frazier, Nicole Denise
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The reading achievement of African American males might be impacted by a host of variables. This study was undertaken to determine if there was a difference in the culturally responsive characteristics present in the learning environment of a middle school and the reading achievement of middle school African American males. The purpose of this study was to provide greater clarity regarding the most productive learning environment for the reading achievement of African American males in a suburban middle school setting. This study utilized a mixed method research design. Three measures were used to collect data for this study. The data collection techniques included the use of an observation protocol, focus group interviews, and the administration of the Culturally Responsive Learning Environment Rating Scale (CRLE). The CRLE Rating Scale was developed by Dr. Joyce Miller, professor in the Curriculum and Instruction Department at Texas A&M University-Commerce. The theoretical framework of James A. Banks' (2001) total school environment was used as the basis of the CRLE Rating Scale. The findings of this study revealed in schools where African American males excel, the cultural learning environment of the school is characterized by standards of excellence that assist African American males with learning. The actions and/or activities of the school are supportive of African American males' academic achievement. Culturally responsive instructional strategies and instructional materials are used to teach reading to African American males. In schools where African American males excel, the cultural learning environment is characterized by actions, activities, and technology assisting with communication between parents, students, teachers, and administrative staff regarding the African American males' school involvement. [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.]
ED551225
The Learning Environment and the Reading Achievement of Middle School African American Male Students in a Suburban School Setting
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2677-5153-9
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544464
2015
As Provided
JAN2020
No
Mixed Methods Research
School Effectiveness
Program Effectiveness
Models
Teacher Empowerment
School Organization
Educational Legislation
State Legislation
Institutional Autonomy
Social Theories
Stakeholders
Participative Decision Making
Teacher Collaboration
Standardized Tests
Elementary School Students
Elementary School Teachers
Focus Groups
Costa, Ann Marie
Dissertations/Theses - Doctoral Dissertations
New England
English
Elementary Education
Grade 3
Grade 4
Grade 5
A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School (IS). Activity theory, which conceptualizes change in systems involving human interaction, was the theoretical foundation of this study. The research questions focused on the efficacy of the autonomous school redesign model in involving stakeholders in participatory decision making, improving teacher collaboration, expanding teacher empowerment, and increasing student achievement on a state standardized assessment. Descriptive and statistical analyses of a preestablished survey on teacher empowerment were used to collect data, and student achievement was examined via parametric statistical analyses of standardized state achievement assessments of 3rd, 4th and 5th grade students. Independent and paired t-test analyses documented significant increases in teacher empowerment and student achievement test scores associated with the IS model. Qualitative data, focus group and individual interviews, were analyzed through open coding and deriving summative themes of stakeholder perceptions to extend the quantitative results. The combined findings demonstrated that the IS model significantly impacted teacher empowerment and student achievement. The implications for social change lies in giving stakeholders a voice and decision making authority. As a result, schools can become organizations where stakeholders, regardless of race, color, national origin, or educational attainment, become responsible for issues related to the teaching and learning of the entire school community. [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.]
ED551226
A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-6193-4
185
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544862
2015
As Provided
JAN2020
No
Underachievement
Academically Gifted
Elementary School Students
Standardized Tests
Grades (Scholastic)
Reading Tests
Mathematics Tests
Scores
Govan, Charissa M.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Education
Underachieving gifted students, described by Gowan (1955) as "one of the greatest social wastes in our culture," are a challenge to educational stakeholders and a loss to society. Gifted children, who are often identified at an early age, possess unique talents and abilities that set them apart from their peers. Young gifted children are highly inquisitive, learn to read early, have extensive vocabularies, and think abstractly. When placed in an academically stimulating and nurturing environment, the abilities of young gifted children can be monitored and developed. However, when gifted students underachieve, their potential to contribute their unique insight, different perspective, and unparalleled thinking is impacted. The idea that the intellectually gifted will self-sustain academically is a common misconception found in schools and educational settings today. The purposes of this study were to determine if underachievement exists at the elementary school level, discover the onset of underachievement, and identify patterns of underachievement in elementary gifted students. The underachievement of students was determined by examining the archival data that included report card grades and the Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics performance over a five year period. The existing data of students who were identified in their 1st grade year as Gifted and Talented (GT) were analyzed to discover the onset of underachievement. Additionally, attendance data were examined, to identify patterns of underachievement. Descriptive statistics revealed that students experienced semesters of academic underachievement in the elementary school years. The descriptive statistics also indicated that some gifted students experienced an onset of underachievement as early as second grade. Statistical significance was found in the duration of underachievement between gifted achievers and gifted underachievers. Statistical significant differences were also found in the TAKS Reading and Mathematics scale scores of gifted achievers and gifted underachievers. No statistical significance was found in the attendance patterns of gifted students. The results of this research suggest that underachievement begins at the elementary level. It is important that educators monitor the achievement of students across the core subjects and consistently review students' performance on standardized assessments in hopes to prevent underachievement. [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.]
ED551227
Exploring the Underachievement of Elementary Gifted Students: An Analysis of Classroom Achievement and Standardized Test Performance
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2677-5156-0
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544465
2015
As Provided
JAN2020
No
Governance
School Districts
School District Size
Urban Schools
Secondary School Students
English Language Learners
Standardized Tests
Qualitative Research
Organizational Culture
Educational Policy
Educational Practices
Student Needs
Interviews
Observation
Correlation
Academic Achievement
Achievement Gap
Lysko, V. Lynn
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
In a large, urban, high school district, secondary English-learning students are not achieving at the same rates as other identified subgroups on state and local standardized tests. This gap compounds economic and social inequities in the region. A solution to the problem is important to educators and policy makers in providing an equitable education for all students. Using the conceptual framework of organizational culture, this qualitative project study explored the district's policies and practices on the academic program for English learners and whether policies result in meeting academic needs of English-learning students at the secondary level. One-on-one interviews with district personnel, observations in classrooms, and documents were analyzed using interpretive policy analysis. Three goals drove the data collection: (a) identify inconsistent or conflicting district policies; (b) identify the impact of district policies on diverse groups; and (c) determine a foundation for district administration to write policy. While no inconsistent or conflicting policies were identified, the evidence suggested the need for clear, frequent communication between the different policy actors and professional development for administrators and teachers in schools to create successful academic systems for English learners. Implications for positive social change are that these students will achieve greater academic success and be less likely to drop out of school. [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.]
ED551228
An Analysis of Governance Policies and Practices in One School District Regarding English Learners
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-5285-7
262
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544529
2015
As Provided
JAN2020
No
Metacognition
Reading Comprehension
Reading Strategies
High School Students
Intervention
Comparative Analysis
Pretests Posttests
Grade 11
Grade 12
Reading Instruction
Statistical Analysis
Questioning Techniques
Protocol Analysis
Reading Ability
Instructional Effectiveness
Manderville, Tonya Butler
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Grade 11
Grade 12
At one high school, the goal for nonproficient reading students was to score at or above the 50th percentile to meet adequate yearly progress objectives. In 2010, the performance levels of nonproficient reading students tested with the state reading test in Grades 9 and 10 declined from the 47th to the 46th percentile. The purpose of this research was to examine the effect of the questioning-as-thinking framework on comprehension levels in a high school setting and to test the intervention by comparing the results to a control group reading comprehension levels. The results provided data to administration to assess the needs of nonproficient students and the strategies they received to increase student learning. In the one-group pre- and posttest design, 75 Grade 11 and 12 students received questioning-as-thinking instructional strategies consisting of think-alouds, question-answer relationships, and self-questioning over a 9-week period. The repeated-measures, within-subjects ANOVA design assessed each questioning-as-thinking metacognition instructional strategy implemented in the study. The findings indicated a significant difference in reading comprehension for question-answer-relationship and self-questioning strategies but not for the think-aloud strategy. Comparison of treatment and control groups showed no statistical differences in reading comprehension. The implication for positive social change includes understanding better the strategies that effectively improve reading comprehension among high school students. [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.]
ED551229
The Impact of Metacognition Strategies on Reading Comprehension Levels of Nonproficient High School Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-5286-4
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544530
2015
As Provided
JAN2020
No
Compliance (Legal)
Team Sports
College Athletics
Males
Behavior Change
Recruitment
Discipline
Trend Analysis
Sanctions
Power Structure
Colleges
Shea, Kathryn Elizabeth
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
Higher Education
Postsecondary Education
Compliance with NCAA DI rules matters. The leaders of the NCAA, colleges and universities devise, negotiate and elect NCAA rules to address recurring problems. Despite these efforts, schools continue to violate NCAA rules. The objective intent of a rule is to affect a change in behavior; if behavior does not change, then the rule is ineffective. NCAA regulatory studies have determined that the NCAA selectively enforces its rules (Otto, 2006) and that compliance is explained as a result of economic, socio-cultural and institutional factors (Baxter & Lambert, 1991; Clark & Batista, 2009; Humphreys & Ruseski, 2006; Stern, 1979, 1981). However, there has not yet been a systematic study of NCAA regulation to understand the degree to which compliance is a result of NCAA rules. This dissertation aims to fill this gap in the literature by conducting an evaluation of NCAA DI rules against the use of recruiting inducements in men's basketball. This dissertation examines particular NCAA rules that target essentially the same issue (recruitment inducements) and ties essential features of these rules to direct outcomes. The public reports of NCAA major infractions cases from 1952 to 2010 were analyzed and data was collected on past compliance, self-reporting, penalties, and the actors cited for rules violations. A Mann-Whitney U Test was used to evaluate the effect of NCAA rule reforms on compliance; the results showed that the reforms led to no significant change in compliance. The trend analyses of compliance, self-reporting, penalties and cited actors provided real world outcomes to test theoretical propositions on compliance. The framework of compliance (Mitchell, 1994) was applied in this dissertation to evaluate how the frame and structure of rules influence compliance. The empirical and analytical findings of this dissertation support the following contentions: NCAA rules, and their attendant monitoring and enforcement systems, do not function to support compliance. NCAA rules that impose rights and obligations on actors who lack the power, ability or incentives to fulfill such responsibilities will be less successful in gaining compliance. Finally, this dissertation highlights the considerable influence of private actors and the institutional hierarchy of power on NCAA compliance. [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.]
ED551230
An Evaluation of the Influence of NCAA Division I Rules on Compliance
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2677-6357-0
267
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544919
2015
As Provided
JAN2020
No
Two Year College Students
Community Colleges
Student Attitudes
Student Development
Study Abroad
Qualitative Research
Semi Structured Interviews
Theories
Blahusiak, Katarzyna
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This qualitative study explored community college student development during a study abroad program. The main research question was: How do community college students perceive the impact of participation in a study abroad program on their personal development? In addition, there were seven follow-up questions generated to understand students' growth in variety of areas. The research questions were created based on Chickering's Theory of Student Development, which became the theoretical framework in this study. The data collection method consisted of four face-to-face semi-structured interviews. These in-depth, individual interviews were conducted with community college students who studied abroad. Eight themes related to the research questions were identified from participants' reflections regarding their experiences during study abroad program. Among the most significant findings was students' development in regard to their intellectual and emotional skills. Participants declared the increase in their level of independency and maturity. They became more self-directed and self-reliant individuals. Participants developed in areas of tolerance, understanding of differences, and diversity. The study participants progress across a majority of the vectors described by Chickering. Since the literature regarding education abroad in community colleges is limited, this research contributes to better understanding of the development of community college students during study abroad programs. [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.]
ED551231
Community College Student Perceptions Regarding Personal Development during a Study Abroad Program According to Arthur Chickering's Seven Vectors of Student Development
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5424-0
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544551
2015
As Provided
JAN2020
No
Career Exploration
College Students
Success
Higher Education
Mixed Methods Research
Student Surveys
Measures (Individuals)
Online Surveys
Public Colleges
Experiential Learning
Correlation
Blair, Elaine J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Factors that contribute to college student success are multiple. Career exploration as a student success strategy was explored in this study. The purpose of this exploratory mixed-methods study was to explore whether there was a relationship between career exploration and the success of underrepresented students in higher education. Quantitative and qualitative data was collected. The Career Decision Self-Efficacy Scale Short Form (Betz & Taylor, 1996) and the Career Information Form (Blair, 2010) were survey instruments utilized online to collect the data. Data obtained was analyzed utilizing descriptive statistics and the Pearson r coefficient. The qualitative data was analyzed in a narrative form utilizing themes derived from the data. The sample in the study were underrepresented students in higher education from a 4-year public university who had participated in a pre-college readiness program where they were exposed to and participated in career exploration activities. The results of the data identified the type and frequency of use of various career exploration activities by underrepresented students at a 4-year public university. Themes from the qualitative data suggested that experiential learning opportunities and career information activities are beneficial career exploration activities for underrepresented students in higher education. In summary, it can be derived from the data that underrepresented students who are exposed to career exploration activities may be more likely to be successful in higher education due to their goal selection and planning skills as a result of being exposed to career exploration activities. [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.]
ED551232
The Impact of Career Exploration upon the Success of Underrepresented Students in Higher Education
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5425-7
113
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544552
2015
As Provided
JAN2020
No
Educational Assessment
Student Evaluation
Organizational Culture
Case Studies
Educational Opportunities
Evidence
Academic Achievement
Haywood, Antwione Maurice
Dissertations/Theses - Doctoral Dissertations
English
The Academy was an assessment enhancement program created by the HLC to help institutions strengthen and improve the assessment of student learning. Using a multiple case study approach, this study applies Argyis and Schon's (1976) Theory of Action to explore the espoused values and existence of Model I and II behavior characteristics. Argyis and Schon explained that a learning opportunity occurs as a result of an unintended consequence. Thus, the organizational characteristics, demonstrated through Model I and Model II descriptions, guide the organization's response to the learning moment. Model I organizations tend to operate with unilateral agendas and exhibit defensive behavior. Model I behavior is most closely associated with single-loop learning, which focuses on fixing an immediate problem with action-oriented responses. Model II organizations seek to demonstrate transparency, shared ownership, and public testing of ideas and assumptions. Thus, Model II organizations typically demonstrate double-loop learning. Double-loop learning continuously questions, critiques, and tests the underlying values and assumptions that led to an error. Double-loop learning is most closely associated with continuous improvement and a culture based on evidence, both of which are values of the Academy. While Academy participants typically described Model II characteristics in their efforts, their actions often reflect characteristics associated with Model I. In this study, the researcher found evidence of Model II behavior, but most institutions tended to exhibit Model I behavior. Institutions generally espoused the intention to improve the involvement of faculty and administration in assessment. Furthermore, participants hoped to demonstrate improvement-oriented and accountability-oriented outcomes. Several factors contributed to the disconnect between espoused and enacted practices, including the institution's rationale for joining the Academy; the success or momentum generated from pre-existing assessment initiatives; and the learning that is passed from an individual to the organization, especially at institutions with high administrative turnover. Institutions should have a general sense of their organizational characteristics because this allows stakeholders to test and possibly change practice. This study contributes to the growing research call for more strategies to promote double-loop learning. Institutions that engaged in collaborative processes, had leaders who championed assessment efforts, supported risk-taking, and distinguished mandates from improvement efforts were more likely to exhibit characteristics of Model II behavior. [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.]
ED551233
Model I & II Organizations: Examining Organizational Learning in Institutions Participating in the Academy for the Assessment of Student Learning
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2677-5199-7
242
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544488
2015
As Provided
JAN2020
No
Science Instruction
Elementary School Science
Disabilities
Regular and Special Education Relationship
Team Teaching
Constructivism (Learning)
Scores
Pretests Posttests
Comparative Analysis
Control Groups
Experimental Groups
Science Achievement
Grade 4
Special Education
Public Schools
Statistical Analysis
Teaching Methods
Instructional Effectiveness
Kersey, Denise A.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Elementary Education
Grade 4
Intermediate Grades
Not all students with disabilities receive special education accommodations in science class. Without special education support, students with disabilities are unable to comprehend and apply science concepts. Implementing a co-teaching model could be a remedy for this lack of supports. Framed by constructivist theory, this study sought to determine if there was a difference in science assessment scores between students in a co-taught science class and those in a regular education science class. Following a pretest-posttest control group design, this study examined the relation between two teaching models and achievement in science. Using a convenience sample of 84 students drawn from a population of 144 fourth grade special education students in a public school district located in the Southeastern United States, analysis of variance was used to compare the mean growth of the two groups. The data revealed no statistically significant difference in mean gain scores between the two groups. Additional studies using a larger sample and longer trial are needed. Implications for social change include understanding instructional strategies that allow educators to differentiate for diverse learners in mainstreamed classrooms as well as removing barriers for underrepresented groups, thereby allowing equal access to science related professions. [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.]
ED551235
Collaborative Science Work in the Elementary Classroom
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-5249-9
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544498
2015
As Provided
JAN2020
No
Nursing Education
Critical Thinking
Expertise
Sequential Approach
Educational Strategies
Case Studies
Courses
Research Methodology
Cognitive Processes
Nursing Students
College Instruction
Educational Theories
Validity
Instructional Design
Kinderman, Kathy T.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Nursing education is a knowledge domain that requires higher order thinking (critical thinking) for making decisions that impact outcomes of human health. The goal of nursing education is to develop novice experts in nursing knowledge and clinical practice. In order to achieve this goal, nursing education must employ instructional approaches that are effective and efficient in developing higher order thinking and novice expertise. Instructional design theories can assist in achieving this goal. The "conceptual elaboration sequencing" (CES) approach from the elaboration theory of instruction proposes that application of the CES will promote learner engagement of higher order thinking and development of domain expertise. Using a post facto multiple case study design, this external validation study explored instructional strategies consistent with the CES approach from a research methods course taught within a nursing program. The constructs examined included the cognitive process of "analysis" and "conceptual domain expertise." Nursing literature identifies "analysis" as the most common cognitive process examined in nursing education. Analysis is recognized as a cognitive process required for development of "expertise" according to the literature on critical thinking. Fourteen nursing students were designated as individual cases providing 42 sources of data. Interpretational analysis was used to identify units of analyses representative of the definition for the cognitive process of "analysis," as defined by Bloom's Taxonomy, and "conceptual domain expertise," as defined by elaboration theory of instruction. Descriptive analysis provided quantification of the interpretational analyses findings. In response to the instructional strategies consistent with the CES, the 14 cases provided evidence representative of the cognitive process of analysis and conceptual domain expertise. The current study provided replication from previous research findings that supports external validation of the CES. Replication of the study within nursing education would begin to build the body of evidence-based instructional practices called for by the American Association of Colleges of Nursing. The study extends the body of research on elaboration theory of instruction and provides preliminary research on the "conceptual elaboration sequencing" approach. The study offers instructional designers and practicing educators with an evidence-based instructional approach, that promotes higher order thinking, and is an approach that is consistent across multiple educational domains. [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.]
ED551236
Conceptual Elaboration Sequencing: An External Validation Study in Nursing Education
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5436-3
169
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544561
2015
As Provided
JAN2020
No
Individualized Instruction
Instructional Effectiveness
Academically Gifted
Middle School Students
Suburban Schools
Public Schools
Heterogeneous Grouping
Grade 7
Language Arts
Intervention
Qualitative Research
Student Attitudes
Parent Attitudes
Teacher Attitudes
Middle School Teachers
Light, Julie K.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
The research site is a middle school in a K-12 suburban public school district with heterogeneously grouped (mixed ability) middle school language arts, social studies, and science classes. It has been determined that the academic needs of its gifted or highly talented learners in these classes need to be better met. This action science research was conducted with all seventh-grade language arts classes in one of the three the middle schools at the site to evaluate if differentiated instruction according to students' readiness and/or ability levels, done with a gifted education/differentiated specialist partnering and supporting the classroom teachers, is an effective and viable model. Following an intervention using this model, qualitative data was gathered to determine (a) if students indicated a perception of sufficient and appropriate levels of rigor and challenge in their language arts class, (b) if parents indicated a perception that their children experienced sufficient and appropriate levels of rigor and challenge in language arts, and (c) the language arts teachers' perceptions of how the models worked in their classroom in meeting the academic needs of their gifted/talented learners. [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.]
ED551237
The Efficacy of Differentiated Instruction in Meeting the Needs of Gifted Middle School Learners
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2677-5437-0
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544562
2015
As Provided
JAN2020
No
Video Technology
Protocol Analysis
Case Studies
Task Analysis
Job Analysis
Phenomenology
Structured Interviews
Time
Costs
Improvement
Monroe, Steven D.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to explore how the use of video in the cognitive task analysis (CTA) retrospective verbal protocol analysis (RVPA) during a job analysis affects: (a) the quality of performing the CTA, (b) the time to complete the CTA, and (c) the cost to execute the CTA. Research has shown when using the simultaneous VPA during a CTA can expect research participants to find the process laborious and obtrusive to perform. In addition, research participants may automate their task and some may find it difficult to speak out loud while performing the task. The researcher sought the answer to the research question by acquiring expert content through phenonological and structured interviews within two case studies (Group A and Group B) placed on two word tables for analysis. The analysis began with placing the coded data into themes to answer the research question. Based on the results of the coded data, Group A and Group B identified the same types of observable behaviors, but Group B captured 50% more observations than Group A. The second element of the research question asked if video improved the time to complete the CTA. Based on the findings of this study, Group A required less time to perform the RVPA. While Group B required more time to review video during the RVPA, he or she provided twice as much coded data than did Group A. The extra content collected by Group B established a robust pattern of behavior demonstrated by the truck driver. The third element of the research question asked if video improved cost to complete the CTA. While the Group B study cost more to peform than Group A, the only cost difference created in expenses were the mobile eyewear (video glasses). Although time and cost experienced no improvement per the research question, the researcher as HPT practitioner expects to present to the stakeholder how acquisition of the high quality content outweighs time and cost when examining the return on investment. Future research includes exploring how video fits within the various roles that HPT practitioners find themselves such as analyst, intervention specialist, change manager, and evaluator. [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.]
ED551238
Exploring the Effect of Video Used to Enhance the Retrospective Verbal Protocol Analysis: A Multiple Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5441-7
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544566
2015
As Provided
JAN2020
No
College Students
Health Education
Wellness
Physical Health
Mental Health
Correlation
Student Attitudes
Control Groups
Experimental Groups
Pretests Posttests
Screening Tests
Body Composition
Metabolism
Hypertension
Measures (Individuals)
Statistical Analysis
Statistical Significance
Student Surveys
Alameda, Andrea Michelle
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The current state of health of the United States, including physical inactivity, dietary intake, and overall lifestyle habits is of concern for educators. Specifically, the health of the college population appears to be under-represented in health and wellness research. The purpose of this study was to evaluate a 15-week university wellness-based course on health indicators and six dimensions of wellness: physical, psychological, emotional, intellectual, social, and spiritual. The researcher hypothesized that students who participated in the wellness-based course (intervention group) would experience positive health outcomes and increased perceptions of wellness in the six areas of wellness. The intervention group consisted of 66 students (72.4% male). The control group had 58 students 57.6 male). Both groups completed pre-test and post-test health assessments (body mass index, body composition, resting heart rate, blood pressure). The Perceived Wellness Survey (PWS) was used for pre-test and post-test measures for perceived levels of wellness in the six dimensions. During the 15-week semester, the intervention group received wellness education following a curriculum that reviewed all areas of wellness and had an online physical activity tracking component. Statistical analyses for two of the five health indicators in the intervention group showed significant changes; body mass index (p < 0.01, t = -2.21) and resting heart rate (p < 0.001, t = 3.31). Perceived wellness scores from pre- to post-test were statistically significant in the intervention group for all six dimensions of wellness (p < 0.001): psychological health (t = -7.28), emotional (t = -4.36), social (t = -3.90), physical (t = -3.38), spiritual (t = -5.56), and intellectual (t = -7.21). Additionally, post-test wellness scores for the intervention group were significantly higher than the control group (p < 0.01, p < 0.001) in all six dimensions of wellness. The study findings provide strong evidence for the effectiveness of wellness education on the six areas of wellness for college students. The study provides a foundation for future research to evaluate the need for campus wellness initiatives and wellness-based education. In conclusion, university administrators and educators should consider the inclusion of wellness credits into the general education requirements to enhance wellness and encourage a holistic lifestyle that fosters academic success. [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.]
ED551239
Effect of a 15-Week Wellness Course on Health Indicators and Six Areas of Wellness in College Students
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2009-00-00
978-1-2677-52604
146
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544507
2015
As Provided
JAN2020
No
Teacher Attitudes
Itinerant Teachers
Special Education Teachers
Regular and Special Education Relationship
Case Studies
Partial Hearing
Deafness
Elementary School Teachers
Public Schools
Special Education
Qualitative Research
Observation
Interviews
Focus Groups
Inclusion
Elementary Secondary Education
Rabinsky, Rebecca J.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Elementary Education
Elementary Secondary Education
This dissertation examined the perceptions of three itinerant deaf educators and three general educators at the elementary level on the deaf and hard-of-hearing (D/HH) push-in service model in one American southwestern, PK-12 public school district. Open-ended research questions guided the study on educator perceptions of the model in general and on the advantages, disadvantages, and the quality of the model. A qualitative research methodology with an exploratory, single case study design was used to answer these research questions. Data were collected through observations, one-on-one interviews, and a focus group interview. Major themes emerged from analysis of data: overall positive experience (general perceptions), immersion in general education (advantages), high noise levels (disadvantages), and dependent effectiveness (quality of the model). Implications for practice were considered, and recommendations were suggested for future research. Overall, participants were satisfied with the D/HH push-in model but collectively recommended a cluster site D/HH push-in service model for increased effectiveness. [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.]
ED551240
Perceptions of Itinerant Deaf Educators and General Educators: A Case Study of Teacher Insights on the Deaf and Hard-of-Hearing Push-In Service Model
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5445-5
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544570
2015
As Provided
JAN2020
No
Higher Education
College Administration
Administrators
Decision Making
Anxiety
Power Structure
Identification (Psychology)
Scrementi, Lori M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Higher education administrators are regularly involved in making decisions and creating policies that affect faculty, staff and students daily. Decision-making in our colleges and universities involves much more than one can imagine, thus, this study researches decision-making and its connection to non-knowing, anxiety, power, sovereignty, and identity. Decisions need to be seen as heterogeneous to knowledge. Therefore, this study views decision-making through the notion of undecidability as defined by Derrida (1976, 1992, 1995, 2002) and Caputo (1997A). Ultimately, undecidability impels us to search for the impossibility of decisions if we ever hope of changing the status quo in our colleges and universities. [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.]
ED551241
Decision-Making in Higher Education: Undecidability and the Possibility of the Impossible
ProQuest LLC
Ed.D. Dissertation, Lewis University
2011-00-00
978-1-2677-5447-9
225
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544572
2015
As Provided
JAN2020
No
Special Education Teachers
Teacher Attitudes
Program Implementation
Behavior Modification
Intervention
Fidelity
Behavior Problems
Elementary School Teachers
Measures (Individuals)
Qualitative Research
Interviews
Federal Legislation
Educational Legislation
Thorne, Jennifer
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Improvement Act 2004
Individuals with Disabilities Education Improvement Act 2004
English
Elementary Education
The Individuals with Disabilities Education Improvement Act of 2004 requires empirically based interventions to be used when treating chronic problem behaviors. The fundamental part of behavior modification is the ability to demonstrate that behavior change occurred due to the intervention. This can only be accomplished when the intervention is carried out as it was designed. The purpose of this study was to investigate elementary special education teachers' perceptions about the measures used to monitor the accuracy and consistency in which treatment interventions are implemented. Previous research has found that treatment integrity is not often assessed in the classroom, but few studies have examined the specific barriers that have led to this problem. Ten participants from three elementary schools, from a metropolitan area, participated in the study. Qualitative methods were used to gather information on the participants' perspectives using one-on-one interviews. The data collection instrument consisted of 11 open-ended questions and was validated by a panel of experts. Descriptive statistics and thematic coding were used to analyze the data. Results of the study indicated little to no measures are in place to monitor the degree to which interventions are implemented with accuracy, primarily due to lack of proper training and support. [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.]
ED551242
Treatment Fidelity: Special Educators' Perceptions of Measures Used to Monitor the Implementation of Behavior Intervention Plans
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5449-3
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544573
2015
As Provided
JAN2020
No
Special Education Teachers
Special Education
Cultural Awareness
Disproportionate Representation
Preservice Teacher Education
Inservice Teacher Education
Teacher Attitudes
Educational Practices
Semi Structured Interviews
Mixed Methods Research
Experience
Teacher Surveys
Internet
Online Surveys
Elementary Secondary Education
Abbott, Daniel J.
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Higher Education
Postsecondary Education
Elementary Secondary Education
Nationally and in Indiana, the cultural mismatch can be seen in special education programs where minority students are overrepresented and most special educators are white (Arnold, 2003; Artiles et.al, 2005; Gaviria-Soto & Castro-Morera, 2005). Teachers in general and special education teachers in particular need to be culturally competent. The objective of the study was to determine what inservice and preservice experiences related to cultural competence have Indiana special educators received, how Indiana special educators describe their personal and professional experiences related to cultural competence, and how Indiana special educators' experiences inform their attitudes and practices. The research was conducted in two parts. First, data were collected via Internet surveys from various types of educators across the state of Indiana. Second, 10 face-to-face interviews were conducted with special educators from all across the state of Indiana and including suburban, urban, and rural districts. The research used mixed methods in collecting and analyzing data. This particular research method was selected because of the need to have an understanding of the context in which special educators described their efforts to become culturally competent in their semi-structured interviews (qualitative research). Also, the need for statistical analyses (quantitative research) was utilized to understand and make inferences about the online survey results. Indiana special educators were not found to be particularly culturally competent. Also, it was determined that preservice and inservice experiences are not providing adequate preparation for special educators to teach the minority students who they are certain to encounter in the classroom. Instead, personal experiences were found to have provided the greatest benefit. However, even those special educators who recognized the importance of culture as a part of how students learn did not report altering their teaching practices to take advantage of this information. The implication for teacher education is that culturally responsive practices are an important and underemphasized part of teacher preparation programs emphasizing academic success for all students, including minorities and those with disabilities. [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.]
ED551243
Learning about the Cultural Competence of Indiana's Special Education Teachers
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2677-6284-9
161
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544867
2015
As Provided
JAN2020
No
Statistical Analysis
Correlation
Socioeconomic Influences
Demography
Personality Traits
College Faculty
Teacher Attitudes
Teacher Motivation
Online Courses
Web Based Instruction
Educational Technology
Radiology
Online Surveys
Administrator Attitudes
Regression (Statistics)
Washington, Angela E.
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
Higher Education
Postsecondary Education
The purpose of this quantitative correlational study was to investigate the relationship of sociodemographic and personality traits to faculty perceptions and motivations regarding the use of online instruction in radiologic and imaging sciences. A faculty perception and motivations survey of online instruction was administered online in order to gather responses from the target audience of radiologic and imaging science program directors, clinical coordinators, and clinical and/or didactic faculty in a southern state to identify specific perceptions and motivations toward the use of online instruction to expand the teaching of radiologic and imaging sciences. Correlation and regression analysis were done to analyze the responses gathered from the online survey using the Statistical Package for the Social Sciences (SPSS) software program. Study results indicated that there is no significant relationship between (a) sociodemographic characteristics and faculty motivation regarding the use of online instruction, (b) personality traits and faculty motivation regarding the use of online instruction, (c) sociodemographic characteristics and faculty perception regarding the use of online instruction, and (d) personality traits and faculty perception regarding the use of online instruction. The fact that there is a limited amount of research focusing on demographic characteristics and personality traits influencing faculty perceptions and motivations regarding the use of online instruction in radiologic and imaging science, the insights gathered from this study could increase the understanding on the relationship between the stated variables. [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.]
ED551244
Investigating the Relationship of Sociodemographic and Personality Factors to Faculty Perceptions and Motivations Regarding the Use of Online Instruction in Radiologic and Imaging Sciences
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5454-7
110
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544577
2015
As Provided
JAN2020
No
Program Effectiveness
Intervention
Functional Behavioral Assessment
Student Behavior
Behavior Problems
Pretests Posttests
Learner Engagement
Behavior Modification
School Personnel
Faculty Development
Inservice Teacher Education
Observation
Strickland-Cohen, Monica K.
Dissertations/Theses - Doctoral Dissertations
English
The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed. [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.]
ED551245
An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2677-6359-4
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544920
2015
As Provided
JAN2020
No
Foreign Countries
Technology Uses in Education
College Faculty
Higher Education
Teacher Role
Faculty Development
Blended Learning
Qualitative Research
Phenomenology
Colleges
Interviews
Satisfaction
Teacher Attitudes
Teacher Motivation
Best Practices
Peer Relationship
Nehme, Zeina G.
Dissertations/Theses - Doctoral Dissertations
Lebanon
Lebanon
English
Higher Education
Postsecondary Education
This study focuses on the experiences faculty had in the support provided to them in technology implementation and the role of faculty professional development to ensure its implementation. In today's world, higher education institutions are making a transition from a traditional way of teaching and learning to a blended approach where technology is implemented. Faculty members are expected to implement technology in their classrooms and support must be provided to ensure effective implementation. Offering faculty support without understanding their experiences may lead to ineffective technology implementation and frustration. The purpose of this qualitative research was to investigate the experiences of the faculty members and clarify the role of faculty professional development to support them in the implementation of technology. The researcher adopted a qualitative approach influenced by phenomenology and used the modified van Kaam method by Moustakas with in-depth interviews to gain a better understanding of twelve faculty members' experiences at Lebanese higher education institutions. The analysis of the transcribed interviews revealed five emerging themes: partial satisfaction with the support department, partial satisfaction with the training workshops, need for motivation, need for peer support, and need for technology use to be institutionalized. The conclusions drawn from the project suggest the need for more support within institutions and a change in the mindset of support providers. Knowledge of the current and best practices concerning the issues in technology integration provided the researcher with tools both to compare practices and to provide coordinators, administrators, and program leaders with a set of recommendations when planning faculty professional development activities. [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.]
ED551246
The Support Experienced by Faculty in Technology Implementation in Higher Education in Lebanon and the Role of Faculty Professional Development in Its Use
ProQuest LLC
Ed.D. Dissertation, Saint Louis University
2012-00-00
978-1-2677-6437-9
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544959
2015
As Provided
JAN2020
No
Feedback (Response)
Meetings
Disabilities
Planning
Individualized Programs
Program Implementation
Fidelity
Followup Studies
Quality of Life
Intervention
Validity
High School Students
Vatland, Christopher H.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The period of transition from high school is challenging for most adolescents. There are a substantial number of life-changing decisions that transpire during this time. Choices must be made regarding career paths, continued education, future residence, and avenues for social activities and general integration in the community. Person-centered planning provides a structure for addressing these questions, with the interests and aspirations of the individual at the forefront. While much has been written about person-centered planning, there is still a sparse evidence base to support its use and no formal examination of the fidelity of implementation of these programs. This study utilized a multiple-baseline single subject design to assess the effects of structured meetings with performance feedback on fidelity of implementation of participants' action plan steps in their person-centered plan. Analysis of the results suggests a strong functional relation between the use of structured follow-up with performance feedback and activity related to the person-centered plan action plan. Quality of life data were also gathered prior to planning and prior to and following the performance feedback intervention, with little change in the scores across the three points in time. Social validity was also assessed. The implications of these findings are discussed. [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.]
ED551249
The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2677-6363-1
112
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544923
2015
As Provided
JAN2020
No
African American Students
Academic Achievement
Standardized Tests
Public Schools
School Districts
Statistical Analysis
Correlation
One Parent Family
Reading Tests
Reading Achievement
Achievement Gap
National Competency Tests
Elementary Secondary Education
Whittington, David H.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
No Child Left Behind Act 2001
National Assessment of Educational Progress
Iowa Tests of Basic Skills
No Child Left Behind Act 2001
Iowa Tests of Basic Skills
National Assessment of Educational Progress
English
Elementary Secondary Education
This study included a literature review of juried research studies of student achievement factors that affect African American achievements tracked in the No Child Left Behind Legislative Act. Statistical correlation analyses were performed to determine if the absence or presence of one or two-parents in the household affected student achievement of the characteristic "exurban" research study public school district. The exurban public school district studied achieved Adequate Yearly Progress in every single one of its schools in 2009. The study was focused on the school district because of the existence of exurban African American household student population study groups for comparative data analyses in the residential research study setting. The study sought to determine if those African American subgroup household sizes were correlative for higher or lower achievement in student reading test scores when compared to long standing national African American Achievement gap evidenced in the National Assessment of Educational Progress and which has remained persistent. The study also examined the norm referenced Iowa Test of Basic Skills in peer household size "intra comparative" population study groups in reading achievement scores for national percentile ranking scores of exurban African American students' achievement for correlative effect. The research study groups matriculated in an extant exurban setting of a southeastern American public school district some 40 miles outside the major metropolitan area of Atlanta, Georgia. The study's findings revealed an "absent or minimal African American achievement gap" in most cases of the reading achievement NPR scores of exurban African American students. The study failed to reject all three of the null hypotheses with no statistically significant correlations using the Pearson Product Moment correlation among parent household size and reading achievement scores. However, an ANOVA test for the students' mean National Percentile Reading scores based on four population groups was significant (p = 0.001). The mean NPR for the two groups of gifted/advanced education students were found to be at least 30 points higher than for the two groups of regular education students in the exurban school district studied. [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.]
ED551251
A Correlation Study of Exemplary Exurban African American Achievement in Standardized Testing and the Relationship of Parental Household Size in a Southeastern Public School District
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5461-5
179
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544584
2015
As Provided
JAN2020
No
Instructional Design
Computer Games
Career Education
Computer Oriented Programs
Programming
Learner Engagement
Industry
Core Curriculum
Competence
Curriculum Development
Accreditation (Institutions)
Employment Qualifications
Personnel Selection
Models
Research Design
Research Methodology
Literature Reviews
Wu, Penn Pinlung
Dissertations/Theses - Doctoral Dissertations
English
This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail. Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body. [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.]
ED551252
Development of a Career-Oriented Instructional Design Model for Game Programming
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-5466-0
363
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544589
2015
As Provided
JAN2020
No
Superintendents
Self Concept
Psychological Patterns
Instructional Leadership
Capacity Building
Mixed Methods Research
Experience
Administrator Attitudes
School Policy
Decision Making
Elementary Secondary Education
Nolan, Christina Kay
Dissertations/Theses - Doctoral Dissertations
Illinois
Sentence Completion Test
Illinois
Sentence Completion Test
English
Elementary Secondary Education
This mixed methods research study investigated stage of ego development and "leadership capacity" in a purposeful, stratified sample of 12 Illinois school district superintendents. The purpose of this study was to determine the following: 1) are postconventional stages of ego development evidenced in school superintendents; 2) do the number of years in career as superintendent relate to later stages of ego development; and 3) are there significant themes belonging to superintendents in the same stage of ego development as they describe what is valuable and important to them when discussing school policy and decision-making. Three stages of ego development [Expert (3/4), Achiever (4), Individualist (4/5)] were identified in this sample. More number of career years as a superintendent did not suggest later stages of ego development. Themes related to what superintendents described as important and valuable when discussing school policy and decision-making emerged in each of the ego stages identified by the Sentence Completion Test-Leadership Maturity Framework (SCTi-MAP) assessment. [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.]
ED551254
Stage of Ego Development and Leadership Capacity: A Study of Twelve Illinois School District Superintendents
ProQuest LLC
Ed.D. Dissertation, National-Louis University
2012-00-00
978-1-2677-5506-3
195
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544601
2015
As Provided
JAN2020
No
Marketing
Social Networks
Web Sites
Housing
Mixed Methods Research
Online Surveys
Content Analysis
Comparative Analysis
Models
Leung, Xi Yu
Dissertations/Theses - Doctoral Dissertations
English
In the hotel industry, social media marketing has become a new trend hoteliers are chasing and an increasing number of hotels are using social media to promote their business. However, the marketing effectiveness of social media is still a big challenge in both academic and business world. Since social media marketing is totally different from traditional marketing approaches, traditional marketing theories and practices may not be applicable to social media. Besides, very few studies have examined the effectiveness of social media marketing in the academic world. Therefore, this study intended to provide an in-depth examination on the marketing effectiveness of Facebook, the most commonly used social media site, in the hotel industry. The study explored the marketing effectiveness of Facebook from both customer and message perspectives. From the customer perspective, the antecedents of marketing effectiveness were analyzed through an online survey. From a message perspective, different types of messages posted on hotel Facebook pages by hotels were categorized and the marketing effectiveness of different messages was compared using an experiment design. Finally, combining antecedents with outcomes, the study proposed an integrative model of hotel Facebook marketing mechanism. To achieve these objectives, the study used mixed methods and was comprised of three sub-studies. The first sub-study employed an online survey to understand the antecedents that drive people to join hotel Facebook pages. The sub-study proposed three competing theoretical models, technology model, communication model, and social psychology model, to compare the extent to which the three models can explain customers' intention to join hotel Facebook pages. The social psychology model was tested to be the best model and three factors were identified to influence customers' intention to join hotel Facebook pages. Among them, internalization and identification had positive effects while compliance had a negative effect. Thus, Facebook marketing was more like a social phenomenon influenced by social interactions than a simple technology innovation or a communication platform. The second sub-study was a qualitative study that uses content analysis to collect data from 12 sample hotel brand Facebook pages and develop a classification of messages posted on hotel Facebook pages by hotels. A 4-type message format and 6-type message content classification was identified. In terms of message format, picture was more marketing effective than word, web link and video formats. In terms of message content, brand, product, and involvement messages had better marketing effectiveness than promotion, information, and reward messages. Promotion message was the worst message content type in terms of marketing effectiveness. Thus, Facebook works best for hotels to build brands, introduce new products, and interact with customers, while it is not a good platform for hotels to announce promotions and deals. The third sub-study conducted an online experiment to compare the marketing effectiveness of different types of messages on hotel Facebook pages. A 3 x 3 two-factor (message format and message content) between-subjects design was employed. Word, picture, and web link were chosen as the message format levels. Brand, product, and involvement were chosen as the message content levels. A hotel brand "Starhill" was created and nine simulated hotel Facebook pages with nine different types of messages were developed. Participants were randomly assigned to read one Facebook page with one type of message and then complete a questionnaire on message marketing effectiveness. Significant interaction effects were found on attitude toward the hotel Facebook page, hotel booking intention, and electronic word-of-mouth. Picture messages are better than word and web link messages in generating positive attitudes among customers, while word and web link messages do better in inducing more customer intentions. Besides, Brand messages work better in picture format while product messages do better in word and web link formats. This study had both theoretical and practical significance. Theoretically, this study was one of the first attempts about marketing effectiveness of social media using mixed methods and tried to identify the underlying theoretical models of social media marketing in the hospitality field. The integrated model of hotel Facebook marketing mechanism proposed in the study represents an important advancement in the theoretical research regarding social media marketing, particularly in the hotel industry context. Practically, this study can be used as a guideline for Facebook usage in the hotel industry. The study provided the hotel industry two types of suggestions in leverage Facebook marketing. On the customer side, hotels should reinforce their customers' social identity on their hotel Facebook pages through the creation of a social community and create message contents conforming to the norms and value systems of customers. On the message side, hotels should balance Facebook message format and carefully choose the best message format based on the message content and the purpose of the messages. In terms of message content, brand, product, and involvement messages should be the first choices of hotel Facebook messages. Hotels should avoid using promotion messages a lot. [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.]
ED551256
The Marketing Effectiveness of Hotel Facebook Pages: From Perspectives of Customers and Messages
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2677-5528-5
305
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544611
2015
As Provided
JAN2020
No
Student Behavior
Curriculum
Behavior Modification
Reinforcement
Prompting
Teacher Behavior
Teacher Role
Hypothesis Testing
Learner Engagement
Correlation
Feedback (Response)
Teacher Student Relationship
Secondary School Teachers
High Schools
High School Students
Pinkney, Christopher Jamal
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed. [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.]
ED551257
The Student-Guided Supports Curriculum
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2677-6347-1
199
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544913
2015
As Provided
JAN2020
No
Reading Instruction
Instructional Effectiveness
Elementary School Students
Grade 4
Independent Reading
English Language Learners
Reading Comprehension
Liu, Siping
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
Intermediate Grades
This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying the relationship between ELL reading development and the reading teaching activities recommended for ELL students' reading development and discuss the potential conflicts of the ideas underlying these teaching activities with some assumptions underlying the second language theories. With such an introduction as a base, I raise some research questions for my dissertation study and review the relevant theoretical and empirical bases and further justify these research questions in light of the theoretical and empirical literature. Then, I propose and justify the research methodology, participants, data sources and analyses for my dissertation and present my findings that address the research questions. Finally, I discuss these findings in light of the existing literature, offer pedagogical implications and suggestions for future research on ELL reading, and explain imitations of study. [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.]
ED551258
Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2677-5529-2
116
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544612
2015
As Provided
JAN2020
No
Translation
Ukrainian
Cultural Influences
Semiotics
Audiovisual Communications
Animation
Films
Government Role
Political Issues
Foreign Countries
Bendus, Maryana
Dissertations/Theses - Doctoral Dissertations
Ukraine
Ukraine
English
This work deals with a number of issues relating to the multifaceted phenomenon of audiovisual translation. The primary concern of the dissertation is with the evaluation of translation strategies of extralinguistic culture-bound references, in particular, in films dubbed from English (as the source language) into Ukrainian (as the target language). In the light of the multiplicity of semiotic codes involved, current audiovisual translation theories are not adequate to account for all factors that contribute to a successful translation. Besides this polysemiotic nature, audiovisual translation is complicated when there is a heavy load of culture-specific elements. Furthermore, it is not easy to define the notion of a culture-bound reference in itself, and the proximity and/or remoteness of source and target cultures may create different degrees of the so-called "culture bumps" (Leppihalme, 1993) during the process of translation. This work focuses on instances of "culture bumps" in five computer animated comedies dubbed from English into Ukrainian, namely--"Ratatouille" (2007), "Ice Age: Dawn of the Dinosaurs" (2009), "How to Train Your Dragon" (2010), "Shrek Forever After" (2010), and "Cars 2" (2011). The films were selected with consideration of idiosyncratic contextualizations that do not necessarily explicitly 'belong' culturally to either of the two cultural contexts considered, the original U.S. or the Ukrainian one. None of the films are overtly embedded in the U.S. culture, and the viewer must be familiar with it in order to attribute the films to the latter. The uniqueness of the complexity of translation of these films is revealed even more in the particular context of audiovisual translation in Ukraine. Only in 2006 the Cabinet of Ukraine passed a decision about mandatory dubbing, voice-over or subtitling of all foreign films from its original language into the Ukrainian language. One of the first films subject to this law was the animated feature "Tachki" ("Cars") which was dubbed into Ukrainian. The translation was a huge success, and some regard this as the beginning of the promotion of the Ukrainian language and culture via the film industry. Due to the complicated history of the state, including seventy years under the Soviet regime, the language situation in Ukraine is very complex. Since Ukraine gained its independence in 1989, Ukrainian has been the officially recognized state language according to the Constitution of Ukraine. This led to slow implementation of the Ukrainian language usage both on the state and local levels and caused significant steps towards de-russification of the public sphere. By the directive of the President of Ukraine from August 27, 2003 the State Television and Radio Committee of Ukraine became responsible for implementation of the state language policy of Ukraine on television and radio. Although historically a voice-over country (as a part of the Soviet Union, where this particular audiovisual technique was introduced), Ukraine now favors dubbing. This is in part due to the relatively small percentage of the population that speaks English (which is the top language of imported AV production worldwide). It is also a method of promoting the usage of Ukrainian on the everyday level, and raising its prestige in the country, especially with younger generations. The relationship between these factors and the strategies chosen by translators when dubbing foreign films into Ukrainian is among the key issues of interest in this thesis. An important factor that contributed to the emphasis on the animated films, as opposed to other genres, was that the mandate of the Cabinet, first of all, oriented on younger audiences. It is my hypothesis that, due to the Ukrainian language promotion policy and the particular audience targeted, the animated films dubbed into Ukrainian will be "heavier" in the strategies that seek to embed the films into the Ukrainian context. The analysis performed in this study revealed the symbiotic relationship between the national policy on language and choice of AVT mode, as well as translation strategies and its quality. [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.]
ED551259
The Semantics and Pragmatics of Translating Culture-Bound References in Film Dubbing
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-5783-8
238
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544654
2015
As Provided
JAN2020
No
Databases
Information Storage
Information Management
Surveys
Recordkeeping
Records (Forms)
Barriers
Attitude Measures
Users (Information)
Time
Organizational Culture
Costs
Technology
Training
Physicians
Q Methodology
Tannan, Ritu
Dissertations/Theses - Doctoral Dissertations
English
One of the objectives of the U.S. government has been the development of a nationwide health information infrastructure, including adoption and use of an electronic health records (EHR) system. However, a 2008 survey conducted by the National Center for Health Statistics indicated a 41.5% usage of the EHR system by physicians in office-based practices. The purpose of this study was to explore opinions and beliefs on the barriers to the diffusion of an ERH system using Q-methodology. Specifically, the research questions examined the subjectivity in the patterns of perspectives at the preadoption stage of the nonusers and at the postadoption stage of the users of an EHR system to facilitate effective diffusion. Data were collected by self-referred rank ordering of opinions on such barriers and facilitators. The results suggested that the postadoption barriers of time, change in work processes, and organizational factors were critical. Although the time barrier was common, barriers of organizational culture and change in work processes differed among typologies of perspectives at the postadoption stage. Preadoption barriers of finance, organizational culture, time, technology, and autonomy were critical. The typologies of perspectives diverged on critical barriers at the preadoptive stage. A customized solution of an in-house system and training is recommended for perspectives dealing with technical and organizational concerns and a web-based system for perspectives concerned with barriers of finance, technology, and organization. The social impact of tailoring solutions to personal viewpoints would result in the increased sharing of quality medical information for meaningful decision making. [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.]
ED551260
Acceptance and Usage of Electronic Health Record Systems in Small Medical Practices
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-6418-8
316
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544944
2015
As Provided
JAN2020
No
Foreign Countries
Suprasegmentals
Holistic Approach
Native Speakers
Mandarin Chinese
English
English (Second Language)
Language Proficiency
Language Tests
Cunningham, Dana Aliel
Dissertations/Theses - Doctoral Dissertations
China
United States
China
United States
English
Speech prosody is a multi-faceted dimension of speech which can be measured and analyzed in a variety of ways. In this study, the speech prosody of Mandarin L1 speakers, English L2 speakers, and English L1 speakers was assessed by trained raters who listened to sound clips of the speakers responding to a graph prompt and reading a short passage. In order to eliminate other factors that might distract from assessing only the prosodic "goodness" of a given speaker, the sound clips were acoustically filtered to attenuate all frequencies 500 Hz and above. This cut-off was used with the aim of preserving prosodic characteristics without including interference from segmental features where possible. The raters who participated in this study were trained to use the OEPT (Oral English Proficiency Test) scale to rate holistic speech in an unfiltered condition so this study employs an adapted version of that scale. The levels of the adapted scale were as follows: (1) L1 Mandarin Prosody, (3) L2 Novice English Prosody, (5) L2 Intermediate English Prosody, (7) Advanced English Prosody, (9) L1 English Prosody. For each sound clip, the raters were asked to assign one of these proficiency levels and describe in qualitative terms why they choose that score. EFL students from different universities in China were also asked to complete this task of rating filtered speech along the same scale. The resulting analysis will examine the usefulness of rating prosody through filtered speech for L2 prosody assessment as well as its potential benefits for prosody pedagogical development. [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.]
ED551261
Investigating Holistic Measures of Speech Prosody
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-5965-8
283
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544785
2015
As Provided
JAN2020
No
Higher Education
College Students
Career Education
Student Attitudes
Teacher Attitudes
Comparative Analysis
Satisfaction
Online Courses
Distance Education
Teacher Student Relationship
Relevance (Education)
Active Learning
Student Empowerment
Colleges
Demography
Phillips, Julieanne M.
Dissertations/Theses - Doctoral Dissertations
Minnesota
Minnesota
English
Higher Education
Postsecondary Education
The objective of this study was to examine the relationship between career college students' perceptions of the online learning environment and their overall satisfaction with the learning experience. Additionally, student perceptions of the online learning environment were compared with those of their instructors, in order to determine similarities and differences in perceptions between both groups. Career college student and instructor perceptions of the online learning environment were assessed using the Distance Education Learning Environment Survey. Student perceptions of the online learning environment were measured and compared to those of their instructors. Aspects of the online learning environment that were assessed included the following areas: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, and overall satisfaction. Because the focus of this research study is to contribute to the literature on career college institutions and their students, the target population was career college students within the state of Minnesota taking online courses. A total of 276 participants took part in the study. Demographic data were also gathered to investigate additional outside factors. The study's findings identified significant differences between student and instructor perceptions on subscales of instructor support, personal relevance, active learning, and student autonomy. Instructors also had a significantly lower overall satisfaction score. The results of the study supported previous research that students place a significant value on instructor support and interaction within the online learning environment as well as a curriculum that is personally relevant and meaningful and encouraging active learning. Moreover, the results of the study revealed that student perceptions differed from instructor perceptions. Therefore, this finding could guide the development of strategies for instructors in order to improve online learning environments in career college institutions. [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.]
ED551262
A Comparison of Career College Student and Instructor Perceptions of the Online Environment
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5443-1
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544568
2015
As Provided
JAN2020
No
Preservice Teachers
Qualitative Research
Case Studies
Early Childhood Education
Special Education
Practicums
Student Attitudes
Cultural Awareness
Urban Areas
English (Second Language)
Bilingualism
Individualized Education Programs
Individualized Family Service Plans
Cultural Differences
Communication Strategies
Dialogs (Language)
Van Steenberg, Vicki
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Early Childhood Education
This qualitative Case Study explored the integrative process of pre-service teachers' disposition development for cultural reciprocity and responsiveness. Over the course of ten months, pre-service teachers completed two Early Childhood Special Education practica in diverse urban communities. The pre-service teachers were placed in public practica programs that served dual language learners with Individual Education Plans (IEPs) and Individual Family Service Plans (IFSPs). Practica interactions with parents, children, and staff integrated theory from fieldwork into weekly seminar discussions about dialogue skills and culture in Special Education. The pre-service teachers identified strategies they used collaboratively to welcome, make sense of, and create options within challenging interactions at their practica. Skilled Dialogue (Barrera and Kramer, 2009) was adapted as the framework for this study. The three pre-service teachers represented three different cultural and linguistic backgrounds in a multilingual, multicultural cohort of Masters and credential students in Early Childhood Special Education. [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.]
ED551263
Pre-Service Teacher Disposition Development: Cultural Reciprocity and Responsivity in Early Childhood Special Education Practica
ProQuest LLC
Ed.D. Dissertation, Mills College
2012-00-00
978-1-2677-6089-0
232
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544852
2015
As Provided
JAN2020
No
Focus Groups
Surveys
Teacher Attitudes
Student Attitudes
Video Technology
Observation
Andragogy
Teaching Methods
Trust (Psychology)
Adult Education
Educational Theories
Pretests Posttests
Course Evaluation
Educational Practices
Adult Educators
Teacher Characteristics
Risley, Lori
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The study aimed to explore how John A. Henschke's practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by three groups of individuals: colleagues, students, and John, utilizing 10 data sets. Data sets include: a) Focus group-current students, b) Modified Instructors Perspectives Inventory for Students pre/ post course surveys, c) Section of the Instructors Perspectives Inventory, d) Course evaluations, e) Video recordings of John facilitating, f) Interviews; colleagues, students, and John, g) Observations, and h) Selection of scholarship. Each contained interpretations and perceptions that, when held up to the mirror of John's scholarship, reflected an image of John addressing the research question, "How does John A. Henschke's practice mirror the andragogical theory espoused in his scholarship?" This study utilized a version of an instrument developed by John, the Instructional Perspectives Inventory (IPI), which was modified for student use. If learners and John did not have congruent perceptions of John's practice as evaluated by an instrument that John himself developed, then not only would the instrument be in question, but so would John's practice. The IPI identified seven characteristics of the adult educator; this study used these characteristics as pre-determined themes. The study identified three additional themes for a total of 10 themes. This study placed emphasis on teacher trust of learners. This research produced an instrument as a complement to the MIPI-S, the Visible Elements of Trust Inventory (VETI), which demonstrates the behavioral embodiment of the beliefs and feelings of teacher trust of learners. The VETI was used to evaluate video recordings of John facilitating adult education. The findings of this study are situated, as a mirror. The image reflected of John's practice and scholarship was congruent. [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.]
ED551264
Exploring Congruency between John A. Henschke's Practice and Scholarship
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2677-7243-5
255
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545191
2015
As Provided
JAN2020
No
Qualitative Research
Career Education
Technical Education
At Risk Students
Academic Persistence
Educational Environment
Learner Engagement
Global Approach
Communities of Practice
Values
Instructional Leadership
High Schools
Socioeconomic Status
Juvenile Gangs
Surveys
Interviews
Teacher Attitudes
Student Attitudes
Administrator Attitudes
Collegiality
Adams, Brian Edward
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
This qualitative study explored the ability of a linked learning career and technical education program to engage fully students and thereby increase at-risk students' persistence in school. The focus was to identify the degree to which linked learning career and technical education programs provide a community atmosphere, increase and maintained student engagement, and prepare students to compete in a global economy. An educational community in this study is defined as a place where all members of the community (administrators, teachers, students, and employers or intern sites) share in its leadership. There is a shared set of values and covenants and moral leadership, where the teachers and other members of the community manage themselves because it is the right thing to do, not for some reward or to avoid a consequence. The study site served 100 high schools in a diverse county in southern California with a large gang population and students from very low to very high socioeconomic status. Through in-depth interviews and surveys, the study found the teachers, students, and administrators described the atmosphere as a family. The teachers and administrators were tightly knit and worked well together. The intern sites and employers had direct communication with the program, provided feedback to improve the program, and the program responded by making changes to improve the program. Student engagement was high, there were virtually no problems among the students, and there were strict rules and standards. The findings indicate that linked learning career and technical education programs provide a community atmosphere that keeps at-risk students in school. In addition, the teachers, administrators, intern sites, and students worked together to maintain the community and create a family atmosphere where student needs are the central focus of all the community efforts. [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.]
ED551265
Linked Learning: Can Career and Technical Education Programs Take California High Schools into the 21st Century?
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2012-00-00
978-1-2677-6425-6
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544947
2015
As Provided
JAN2020
No
Allied Health Personnel
Allied Health Occupations Education
Educational Strategies
Community Colleges
Two Year College Students
Stakeholders
Outcomes of Education
Adult Learning
Learning Theories
Constructivism (Learning)
Inquiry
Certification
Licensing Examinations (Professions)
Employment Potential
Career Readiness
Qualitative Research
Case Studies
Interviews
Focus Groups
College Graduates
Adjunct Faculty
Laboratories
Individualized Instruction
Curriculum Development
Cabai, Katherine A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Adult Education
The purpose of this study was to examine efficacious teaching-learning strategies that community college stakeholders employ that enhance surgical technology student outcomes. Knowles's adult learning theory, constructivist theory, and appreciative inquiry served as the theoretical foundation for this study. Discovering effective aspects and strategies will help stakeholders improve students' learning; therefore, support students in their efforts to pass the certification examination and successfully find employment as a surgical technologist. A qualitative case study design involving individual interviews and focus group interview of past graduates, adjunct faculty, and clinical site personnel, along with a document review was used to collect data that address how surgical technology students learn best in order to be successful on the exam and in their career. Data analysis strategies included coding and development of recurrent appreciative inquiry themes. Key results discovered from the study included the significance of developing a state of the art laboratory facility and the value of teaching surgical technology material using differentiated instruction. Discovery of current efficacious teaching-learning strategies shaped the resulting project, which was creation of a changed curriculum with lesson plans incorporating efficacious teaching-learning and differentiated instructional strategies. Implementing the recommended curriculum changes that incorporate and capitalize on these effective strategies can potentially improve the overall education and comprehension of surgical technology students as they transition from the classroom to the operating room. Implications for positive social change include improving students' knowledge and application of surgical technology in order to positively impact the lives of patients whom they serve. [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.]
ED551266
Using Appreciative Inquiry to Discover and Deliver Change for Surgical Technology Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-6191-0
213
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544860
2015
As Provided
JAN2020
No
Special Education Teachers
Teacher Attitudes
Federal Legislation
Educational Legislation
High School Students
Disabilities
Achievement Gap
Equal Education
Regular and Special Education Relationship
Educational Methods
Teaching Methods
Academic Achievement
Statistical Analysis
Program Effectiveness
Hypothesis Testing
Surveys
Questionnaires
Urban Schools
Educational Quality
Westlove, Michael W.
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
Individuals with Disabilities Education Act
United States (Midwest)
Individuals with Disabilities Education Act
No Child Left Behind Act 2001
English
High Schools
Secondary Education
The purpose of this study was to evaluate and determine how special education teachers perceived the effectiveness and impact of NCLB and IDEA on the academic achievement of high school students with disabilities. The purpose of the "No Child Left Behind Act" (NCLB) and the "Individuals with Disabilities Education Act" (IDEA) was to bridge the achievement gap among students and to ensure they developed proficiency in focus subjects. One of the NCLB goals was to staff each classroom with a special education teacher. According to the study findings, special education teachers believed that NCLB did result in significant improvement of instructional methods. Study results indicated that the implementation of IDEA did lead to significant improvement of instructional methods. Study findings showed that educators perceived the NCLB strategies did lead to a decrease in the achievement gap between the two groups of high school students. This study used a quantitative descriptive research methodology to evaluate the perceived level of effectiveness of NCLB and IDEA strategies in the special education program. Use of a quantitative research methodology enabled the researcher to determine, measure, and analyze data to test the hypotheses developed from the three research questions. The population of interest consisted of special education teachers, specifically the highly qualified special education teachers. The research instrument for the study was a survey questionnaire distributed to 130 special education teachers. The selected sample included highly qualified and effective high school special education teachers from five urban inner-city schools in an urban Midwestern U.S. school district. This sample was selected because these teachers were the ones executing and evaluating the effectiveness of NCLB and IDEA and they could describe the tangible implications of the changes. The findings of this research are important because they provide noteworthy insight into NCLB and IDEA strategies for improving the academic achievement of students with disabilities. This study establishes that more efficient instructional practices and educational leadership are significant requisites for improving the quality of education for students with disabilities. [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.]
ED551267
The Perception of Special Education Teachers Regarding the Effects of NCLB and IDEA on the Academic Achievement of Students with Disabilities
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5460-8
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544583
2015
As Provided
JAN2020
No
Disabilities
Special Needs Students
Administrators
Teachers
Teacher Attitudes
Parents
Parent Attitudes
Inclusion
Qualitative Research
Case Studies
Principals
Administrator Attitudes
Parochial Schools
Enrollment
Educational Legislation
Federal Legislation
Beliefs
Intervention
Student Needs
School Culture
Legal Responsibility
School Policy
Educational Policy
Outreach Programs
Elementary Secondary Education
Rivera-Tubbs, Tammy
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Act
California
California
Individuals with Disabilities Education Act
English
Elementary Secondary Education
This qualitative case study examined the degree to which one faith-based school perceived its capacity to support students with special needs and how those perceptions influenced decisions regarding student enrollment based upon current special needs practice policies for students with disabilities. While faith-based schools can be seen as a promising option for parents seeking religious education, this option is limited for parents of children with special needs. Inclusion in faith-based schools is (based upon the perception of the capacity of the school to enroll students with special needs) and not legal compliance with the Individuals with Disabilities Education Act. The requirements to teach in a California public school system are substantially different than those employed in a faith-based school. Teachers there not only need a degree and teaching credential, but also need to espouse basic Christian beliefs. The study further examined the degree to which addressing academic needs and providing interventions supported special needs students in faith-based schools. An integral element of the interventions provided was the provider's professional qualifications and/or certifications. The pertinent themes that emerged from this study were capacity, vocation, school culture, legal knowledge, and inclusion. An examination of these themes informed the researcher of the unique qualities that characterize faith-based institutions. The study was significant because it established a basis for the institutional ethos for the actions, services, and policies of faith-based schools regarding special needs students. The study also found that integrating special needs students could be accomplished with a change of educational policy and outreach. The study concluded that the ability of faith-based schools to provide special needs education is a direct correlation to a principal's attitude about inclusion and how the principal perceives the school's capacity to deal with special needs students as the principal makes corresponding decisions on enrolling these students. [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.]
ED551268
Perspectives of Administrators, Teachers, and Parents Regarding Inclusion of Special Needs Students in a Faith-Based School: A Qualitative Case Study
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2012-00-00
978-1-2677-6440-9
179
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544962
2015
As Provided
JAN2020
No
Models
Social Stratification
Equal Education
Cultural Influences
Social Influences
Family Influence
Social Class
At Risk Students
Academic Achievement
Achievement Gap
High Achievement
Culturally Relevant Education
Qualitative Research
Statistical Analysis
Socioeconomic Status
Reading Achievement
Mathematics Achievement
Influences
Young Children
Kindergarten
Elementary School Teachers
Teacher Attitudes
Teacher Student Relationship
Correlation
Grade 1
Cultural Capital
Conner, Sonya
Dissertations/Theses - Doctoral Dissertations
English
Kindergarten
Primary Education
Early Childhood Education
Elementary Education
Grade 1
Pierre Bourdieu's theory of cultural and social reproduction (Bourdieu 1973; Bourdieu and Passeron 1977) offers a model that can be used to explain the existence of persistent educational stratification in the United States, which contributes to perpetuation of social inequality, more generally. This theoretical model purports three mechanisms through which structured social inequalities are perpetuated and reproduced: (1) the effective transmission of family-based cultural knowledge and skills to children, (2) teachers' and schools' preference for students who possess these family-based cultural resources (in favor of upper- and middle-class children), which influences academic achievement, and (3) the cumulative effect of high achievement at the start of school--as a result of having entered the school system with cultural resources valued by the education system--on subsequent achievement. While qualitative research has provided evidence in support of Bourdieu's framework, quantitative research has not confirmed Bourdieu's propositions. I used data from the NICHD Study of Early Child Care and Youth Development (SECCYD) to investigate the mechanisms through which family-based, school-based and cumulative processes contribute to early educational achievement. I asked the following questions: (1) How large are the SES effects on academic achievement (math and reading) prior to schooling (age 4&frac12;), and how much of the difference is mediated by family-based cultural resources (parental habitus and parenting practices)?; (2) Do kindergarten teachers perceive themselves as closer to students with higher levels of SES (net of the student's academic abilities), and do kindergarten teachers' ratings mediate the relationship between SES and academic achievement in first grade?; (3) Does SES have effects on academic achievement post school entry (first grade), even when controlling for academic achievement prior to school entry, family-based cultural resources, and the student-teacher relationship? This study finds that family-based cultural resources partially mediate the effect of SES on first grade academic achievement, and the student-teacher relationship does not mediate the effect of SES on first grade academic achievement. Further, this study finds some support for a cumulative effect of (dis)advantage. [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.]
ED551271
Reproducing (Dis)advantage: The Role of Family-Based, School-Based, and Cumulative-Based Processes
ProQuest LLC
Ph.D. Dissertation, The University of Oklahoma
2012-00-00
978-1-2677-6192-7
181
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544861
2015
As Provided
JAN2020
No
American Indians
Tribes
American Indian Languages
Vocabulary
Cultural Influences
American Indian Culture
Language Usage
Dialects
Sociolinguistics
Native Speakers
Beavert, Virginia Rosalyn
Dissertations/Theses - Doctoral Dissertations
English
I do two things in my dissertation. One is to tell the history of academic research on my language from the perspective of a Native person who has been involved in this work as an assistant to non-Native researchers. The other is to explain more about my culture and language and how it works from the perspective of a Yakima person who has spoken and used the language her whole life. My most important task in this dissertation is to explain at more length some of the most basic vocabulary about our ancient culture and way of life. I do this by writing about different important parts of traditional life--life circles, sweathouse, ceremonies, horses, and foods--and explaining the words we use to talk about these and how those words explain the deeper meaning of what we do. I write this dissertation for the Ichishkiin speaking communities in hope that by documenting our lost traditions they will have a resource from which to learn our ancestors' ways and language. Detailing the traditional practices offers a much needed historical and social accounting of each. I include various dialects and practices shared by other Ichishkiin speaking communities. I incorporate texts, songs, descriptions of dances, and practices in Ichishkiin. This dissertation contributes also to the fields of sociolinguistics and theoretical linguistics, as well as historical and cultural anthropology. Despite the best efforts of some anthropologists and linguists, all the work done on Yakima Ichishkiin is by researchers from outside the community and is inevitably seen and presented through the lens of the English language, Euro-American culture, and the Western tradition of "objective" scholarship. I am in a unique position to present the research on my language as a contribution to academic scholarship but from a very different perspective, that of a Native speaker and scholar. Implicit in my view of scholarship is the way researchers should work with Native people; therefore, I address how linguists can better work with community members. I discuss the protocols and etiquette expected by Native people in working with non-Natives. [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.]
ED551274
Wantwint Inmi Tiinawit: A Reflection of What I Have Learned
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2677-6291-7
219
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544873
2015
As Provided
JAN2020
No
Online Courses
Literacy Education
Faculty Development
Diaries
Interviews
Surveys
Active Learning
Teaching Methods
Teacher Attitudes
Knowledge Base for Teaching
Program Effectiveness
Independent Study
School Districts
Garbe, Amber Yudchitz
Dissertations/Theses - Doctoral Dissertations
English
This study sought to describe perceptions of teachers regarding the influence of online professional development (oPD) in literacy on their instruction and students' learning. The following features of effective professional development were analyzed: content-focus; collectivity; coherence; duration; and active learning. As well, the study analyzed viability of oPD to improve teachers' capacities, teaching practices, and students' learning. Three voluntary users of oPD provided data from logs, interviews, and surveys. They reportedly perceived oPD as convenient, nonthreatening, and time well-spent. Additionally, participants agreed that they learned new knowledge and skills as a result of oPD. Two of the three participants reportedly perceived that their oPD experiences reflected the five features of effective PD. One participant reportedly perceived oPD to have four of five features, with collectivity as an absent feature. Participants reported that oPD positively impacted their teaching and student learning. This study found that voluntary users of oPD in literacy were largely satisfied with their oPD experiences. The study made two recommendations: first, districts should provide structure to encourage shared learning from oPD. Second, districts must balance opportunities to disseminate professional knowledge and build initiatives with self-navigated oPD. [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.]
ED551275
Teachers' Perceptions of Online Professional Development in Literacy
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2012-00-00
978-1-2677-6926-8
116
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545146
2015
As Provided
JAN2020
No
Teacher Attitudes
African American Teachers
Males
Females
Gender Differences
Women Faculty
Whites
Tenure
Job Satisfaction
College Faculty
Attitude Measures
Policy
Career Development
Family Work Relationship
Older Adults
Child Care
School Policy
Racial Differences
Schneller, Heather Lee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Gender and faculty career advancement have been examined with a focus on academic work environment, including faculty workloads, mentoring relationships, access to research networks, and work-life balance. Previous studies concerned with gender, employment, and care work only have considered child care. Additionally, the exploration of faculty and care work focused specifically on gender instead of examining the interaction of race and gender. To date, no study on academic work-life policies includes faculty perceptions of their importance and effectiveness nor has the faculty assessment of eldercare policy been examined in relation to career success. Guided by an intersectional perspective, this study compares responses provided by four groups of faculty: African American women, African American men as well as white women and white men. Toward this end, I use data from the 2008 and 2009 Tenure-Track Faculty Job Satisfaction survey collected by the Collaborative on Academic Careers in Higher Education (COACHE). First, I examine faculty perceptions regarding the importance of family policies as related to career success, the effectiveness of family policies at the institution, and the level of satisfaction with work-life balance. Second, I examine the extent to which departmental and institutional support for care work affects the faculty member's overall satisfaction with the institution. The findings indicate that there are significant differences in policy perceptions within the intersectionally defined faculty groups as well as with overall satisfaction with work-life balance. African American women overwhelmingly indicate that eldercare policy is important to career success; while white women are more concerned with the importance of childcare policy. Regarding effectiveness of work-life policies, with the exception of childcare policy, the faculty groups do not differ significantly. Significant group differences emerge in faculty assessment of childcare policy with the largest proportion of white women dissatisfied with its effectiveness on their campuses. Finally, African American men are the most satisfied with their work-life balance. Second, in contrast to my hypothesis, the analysis reveals institutional-level support for care work influences overall satisfaction with the institution more so than departmental support. Also, women are more satisfied than men, and being married has a negative effect on satisfaction. The findings suggest care work still matters in relation to a faculty member's career advancement. Institutions should create clear guidelines regarding policy use related to caregiving activities. These guidelines should encourage both men and women to use these policies for activities not related to childcare but also for broader care issues. Creating an automatic "opt-in" policy could assist in transforming a culture that has historically had a bias in using family policy. Further, race and gender must be considered when constructing policies to address career balance concerns. Not all policies affect people the same way, and depending on what type of care, child or elder, the challenges will be unique to the social location of the faculty member. [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.]
ED551277
Family Policies and Institutional Satisfaction: An Intersectional Analysis of Tenure-Track Faculty
ProQuest LLC
Ph.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-7148-3
130
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545167
2015
As Provided
JAN2020
No
College Faculty
Adjunct Faculty
Online Surveys
Organizational Culture
Organizational Effectiveness
Electronic Mail
Comparative Analysis
Statistical Analysis
Hypothesis Testing
Scores
Role
Regression (Statistics)
Predictor Variables
Altruism
Personality Traits
Moral Values
Teacher Selection
College Administration
Correlation
Work Environment
Edgren, Gerald R., Jr.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Organizational citizenship behavior (OCB) is a social science construct defined by Organ (1988) as employee actions that are discretionary, not formally recognized or rewarded, and that are helpful to the effectiveness of the organization. This study explored part-time work as a base of OCB by investigating the relationship between this construct and organizational sense of belonging (OSB) as proffered by Quinn (2006) and Merriman (2010) among adjunct faculty at a two-year, Midwestern technical college. Teaching faculty, both full-time and adjunct, were sent an email explaining the study and containing an embedded hyperlink connecting them to an electronic survey. The instrument used to measure OCB was created by Podsakoff, MacKenzie, Moorman and Fetter (1990). Somers' (1999) BESR work/school subscale assessed OSB. There were 92 full-time and 77 adjunct faculty who participated in this study. Three research questions were examined and eight associated hypotheses tested. There was a statistically significant difference in the degree of OSB measured among full-time faculty when compared to the degree of OSB measured among adjunct faculty. The results of a two-tailed difference of means t-test accepted hypothesis one, t(100.15) = 2.31, p = 0.023, alpha = 0.05. This was an expected outcome as they have committed to make teaching their full-time occupation at this institution, and have greater opportunities to create and maintain connections with other employees that enhance their OSB (Baumeister & Leary, 1995). There was not a statistically significant difference in the degree of OCB measured among full-time faculty when compared to the degree of OCB measured among adjunct faculty. The results of a two-tailed difference of means t-test rejected hypothesis two, t(101.27) = 0.36, p = 0.723, alpha = 0.05. These results suggest that OCB can not necessarily be attributed solely to full-time workers; part-time employees have been shown to be equally likely to engage in OCB. This was an unexpected finding. However, since the mean scores of both groups are relatively high (M = 5.92 for full-time faculty and M = 5.85 for adjuncts on a scale of 1.0 to 7.0), it could be concluded that the faculty at the institution in this study exhibit a strong degree of extra-role behavior, regardless of employee class. Simple linear regression was utilized to analyze hypothesis three through eight, testing the model OCB = ß[subscript 0] + ß[subscript1](OSB) where OSB was the predictor variable for the criterion variable OCB (or one of the five dimensions of OCB) as proffered by Organ (1988). OSB was found to be a statistically significant linear predictor of the general OCB construct (F(1) = 29.57, p < 0.001, alpha = 0.05), and was found to be a significant linear predictor of the following dimensions of OCB: altruism (F[1] = 36.45, p < 0.001, alpha = 0.05), conscientiousness (F[1] = 8.51, p = 0.005, alpha = 0.05), and civic virtue (F[1] = 16.70, p < 0.001, alpha = 0.05). Since OCB is inherently beneficial and the hiring of these part-time workers has increased over the last few decades, it is fitting for college administrators to find ways to help them make connections at their institutions (Lee & Robbins, 1995; Quinn, 2006). [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.]
ED551278
Investigating Relationships between Sense of Belonging and Organizational Citizenship Behavior among Adjunct Faculty
ProQuest LLC
Ph.D. Dissertation, Marian University
2012-00-00
978-1-2677-7165-0
151
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545180
2015
As Provided
JAN2020
No
Socialization
Student Diversity
Adolescents
Ethnography
High School Students
Writing Skills
Developmental Programs
English Language Learners
College Preparation
English for Academic Purposes
Mainstreaming
Language Arts
Interviews
High School Graduates
Grounded Theory
Classroom Communication
Bilingual Students
High School Seniors
Multilingualism
Teacher Attitudes
College Readiness
Gilliland, Elizabeth A.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the mainstream college prep English classes into which students transition, especially with respect to students' access to academic language and development of independence as writers. I observed and recorded classroom talk about writing over one academic year in two English language development classes (Transitions to English) and one mainstream English language arts class (Senior Literature and Composition). Follow-up interviews with graduated seniors considered their transition into college writing. Data were analyzed using a grounded theory approach (Strauss, 1987). Further deductive analyses consider classroom discourse patterns (Bloome "et al.", 2005; Gibbons, 2006) in order to identify patterns and particularities in teacher responses to student writing. Findings suggest that multilingual students' language learning experiences in Transitions were not socializing them to be fully competent or proficient members of the Senior Lit classroom. Rather, the contradicting norms for writing created a gap for multilingual students between their opportunities to learn academic language in Transitions and the ways they were expected to use academic language in writing for Senior Lit. Language socialization in both Transitions and mainstream classes was only partial: the students learned academic content through language, but did not learn new language that they needed to develop stronger understanding of the content or an ability to express that content independently. Teachers' beliefs about curricular requirements and students' academic proficiency played a central role in the language and writing socialization of their students; data about these beliefs helped to explain the gap between concepts of writing and language taught in Transitions and Senior Lit. Graduated seniors reported varied feelings of readiness for college writing: the multilingual graduates all placed into some form of developmental or support composition classes in their first semester of college. Implications of this study recommend that teacher education and professional development must address the language socialization needs of diverse student populations. Further implications address the need for state and local policy that supports more coherent writing curriculum for all students and for further research into adolescent academic language socialization. [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.]
ED551280
Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2012-00-00
978-1-2677-5891-0
255
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544732
2015
As Provided
JAN2020
No
Dentistry
Allied Health Occupations Education
Licensing Examinations (Professions)
Admission Criteria
Predictor Variables
College Applicants
Associate Degrees
Correlation
Age Differences
Grade Point Average
Scores
Aptitude Tests
College Entrance Examinations
Efurd, Melissa G.
Dissertations/Theses - Doctoral Dissertations
National Board of Dental Hygiene Examination
United States (South)
English
Higher Education
Postsecondary Education
Two Year Colleges
The purpose for conducting this study was to investigate and describe the relationship between applicant criteria for a dental hygiene program and subsequent outcomes on credentialing exams: the National Board Dental Hygiene Exam and the Southern Regional Testing Agency clinical exam. Because admission criteria play a crucial role in applicant selection, choosing students, that will successfully complete the program as well as the necessary credentialing exams, is a particularly crucial task for admission committees. The study had three elements. First, it investigated the relationship between the variables of age, undergraduate GPA and scores from the Psychological Services Bureau Health Occupations Aptitude Examination (PSB) and successful student performance on the NBDHE and a regional clinical exam, namely the Southern Regional Testing Agency. Second, it investigated the validity of the predictive value of the PSB entrance exam as one of the admission criteria for the selected program. Third, it investigated the strength of the relationship of age, undergraduate GPA, and PSB scores as a predictor of program completion and subsequent success on credentialing licensure exams. This study analyzed secondary data from an accredited dental hygiene program that awards an Associate's of Applied Science Degree in the mid-south United States. The results revealed a weak, if any, correlation between the candidate selection criteria and the subsequent outcomes on post-graduate credentialing exams. Age was a negative weak correlation, if any, for the dependent variable NBDHE with a Pearson Correlation value of r = -0.037 for the NBDHE and r = -0.142 for the SRTA clinical exam. Undergraduate GPA revealed a weak relationship to NBDHE scores with a Pearson Correlation of r = 0.312 and a negative weak relationship, if any, to the SRTA clinical exam scores with a Pearson Correlation of r = -0.050. The PSB score was a moderate predictor for NBDHE scores with a Pearson Correlation of r = 0.364. The PSB score however, was a negative weak predictor of SRTA clinical exam scores with a Pearson Correlation of r = -0.134. [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.]
ED551281
Predictors of Academic Success for the National Board Dental Hygiene Examination and the Southern Regional Testing Agency Clinical Exam
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-5430-1
94
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544557
2015
As Provided
JAN2020
No
Educational Improvement
School Districts
Outcomes of Education
Students
Goal Orientation
Educational Objectives
Educational Change
Feedback (Response)
Instructional Leadership
Teachers
Self Efficacy
Job Satisfaction
Comparative Analysis
Case Studies
Semi Structured Interviews
Predictor Variables
Online Surveys
Factor Analysis
Decision Making
Faculty Development
Data
Mosunich, Daniel Raymond
Dissertations/Theses - Doctoral Dissertations
California
California
English
Faced with expectations to improve student learning and increasing student alternatives, school districts are challenged to make system-wide and sustainable improvement in student learning outcomes. The national accountability movement is associated with a growing body of research that has considered the role of the district to influence student outcomes throughout the system. This study sought to identify differences in the presence and impact of three research-based district-reform factors: the district instructional vision, the commitment and capacity to enact the vision, and the use of a multi-level data system as a means of providing feedback on progress towards the vision. Additionally, the study sought to identify differences in perceived impact on site leadership capacity and teacher self-efficacy and job satisfaction. An exploratory comparative case study methodology was employed using an online survey and semi-structured interviews to collect and analyze data on eighteen variables. Two California unified school districts were compared based on differences in district-wide student improvement rates on annual testing. An exploratory factor analysis identified a set of empirically-based factors consisting of district-based initiative and actions, site-based instructional decision making and, site leadership associated with the survey providing an alternate perspective to organize data while offering an additional lens to consider the impact of the research-based factors. Total population and two within-group samples were compared between districts. Findings surfaced differences in perceptions and actions of district-wide staff associated with district vision, commitment and capacity building, data use, and site leadership variables. No differences were found in the presence of teacher self-efficacy and job satisfaction between the two districts. While limited in their generalizability, the results appear to point out the influence of a district instructional vision on district commitment, professional development, and site leadership. Topics for further research include the impact of district instructional vision on high school reform efforts, on large urban school districts, and influences of the school district community in establishing and maintaining an instructional vision. The study concludes by offering implications for practice associated with district-wide student outcome improvements. [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.]
ED551284
An Exploratory Investigation into the Key Elements Associated with District-Wide Improvement
ProQuest LLC
D.Ed. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6816-2
236
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545117
2015
As Provided
JAN2020
No
Teacher Effectiveness
Models
Standards
Teacher Evaluation
Evaluation Methods
Evaluation Criteria
Scores
Generalization
Decision Making
Tenure
Teacher Persistence
Teacher Certification
Teacher Salaries
Performance Based Assessment
McGair, Charles D.
Dissertations/Theses - Doctoral Dissertations
Race to the Top
Race to the Top
English
Elementary Secondary Education
Many theories, methods, and practices are utilized to evaluate teachers with the intention of determining teacher effectiveness to better inform decisions about retention, tenure, certification and performance-based pay. In the 21st century there has been a renewed emphasis on teacher evaluation in public schools, largely due to federal "Race to the Top" funding and the emergence of value-added models for determining teacher performance in relation to student achievement. Bearing that in mind, this study was designed to address the question: Where are the consistency and differentiation among criteria used to measure teacher effectiveness ratings when a 21st century, Race to the Top driven, standards- and teacher-effects-based model (Danielson and McGreal, 2000; Stake, 2006) is compared to a traditional, objectives-based model (Tyler, 1940), using the same population over a single school year, while also using different evaluators for each model? An answer proved to be elusive because almost no variation was discovered in the traditional model data, while no variation was discovered in the 21st century model data. A strong proportion (0.99) of selected scores in both models was discovered, but the lack of variance across all scores limits generalizability to a larger population. The proportion indicates that for the population in this study (n = 80), despite the additional time needed to implement the 21st century model and its higher ordinal scaling, the 21 st century model did not meet its primary goal of better recognizing effective teaching than the traditional model. Changes to the structure and/or implementation may be required for the 21st century model, so that more dispersion can be identified and reported, which will theoretically better inform decisions about retention, tenure, certification and performance-based pay. [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.]
ED551285
Looking for Agreement among Criteria Used to Determine Teacher Effectiveness in Two Different Evaluation Models
ProQuest LLC
Ph.D. Dissertation, University of Rhode Island
2012-00-00
978-1-2677-6953-4
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545150
2015
As Provided
JAN2020
No
Preservice Teachers
Teacher Education Programs
Grounded Theory
Student Attitudes
English Teachers
Ethnography
Theory Practice Relationship
Writing Assignments
Academic Discourse
Reflection
Computer Mediated Communication
Attitude Change
Simon, Kelly R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The development of preservice teacher beliefs is a complicated, non-linear process. It has been suggested that preservice teacher beliefs are highly impacted by their past histories as students, and that these beliefs act as a filter for interpreting the coursework and ideas in their teacher education programs. Understanding the way preservice teachers form beliefs can give insight into the choices teachers enact in practice. This dissertation considers the processes by which a cohort of 12 preservice English teachers formed beliefs about literacy, teaching, and learning in a 13-month professional program. The study traces the belief development of the research participants and identifies opportunities within the teacher education program that promoted nuances in perspectives related to literacy, teaching, and learning. Grounded theory was used to code and interpret the ethnographic data collected in six courses. Data included in-class discourse, reflective writing, online forum posts, and high stakes writing assignments staggered throughout the program. Analysis of this data indicated that when candidates integrated experiential evidencing and theoretical referencing into their written and spoken discourse, their beliefs were more nuanced. The findings also indicated that while candidates entered with pre-existing beliefs, these beliefs did not necessarily change, but instead developed within given contexts. This study therefore suggests a fresh way of framing forthcoming research on teacher beliefs, not as constructs that are static or in need of changing, but instead as resources that candidates draw from in relation to certain contexts and opportunities. [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.]
ED551287
The Development of Preservice English Teacher Beliefs about Literacy, Teaching, and Students
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6831-5
300
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545132
2015
As Provided
JAN2020
No
Community Colleges
Two Year College Students
Learner Engagement
Success
Academic Achievement
Academic Persistence
Correlation
Sensory Experience
College Faculty
Developmental Studies Programs
Remedial Mathematics
Grades (Scholastic)
Comparative Analysis
Predictor Variables
Statistical Significance
Statistical Analysis
Barends, Bobbi J.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Many students enter institutions of higher education underprepared for college level coursework. Instructors must establish early connections with these students to engage them in their required coursework and foster success in remedial coursework. The purpose of this descriptive, quantitative study was to examine the sensory processing preferences of community college developmental math instructors and students enrolled in remedial math as a means to gain insights into the potential role of sensory preferences in student engagement, academic achievement, and plan for persistence. The framework of this study was a combination of theory related to sensory processing and current research in the area of student engagement and persistence in order to determine if similarities between sensory profiles of instructors and those of students positively impact student engagement, academic achievement, and plan for persistence. Instructors and students were grouped based on similar (SSP) and dissimilar (DSP) Adolescent/Adult Sensory Profiles. Degree of student engagement and plan for persistence identified by the CLASSE-Student survey and final course grades were compared between the two groups using independent t tests for each dependent variable. Data analysis revealed that plan for persistence between the two groups was statistically significant; suggesting that degree of similarity of the instructor and student sensory profiles may impact a student's plan to enroll in a course the next semester. Implications for social change include using findings in training for remedial math instructors to provide them greater insight into the role of sensory preferences as a predictor for plan for persistence of students requiring remedial math education. [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.]
ED551288
The Impact of Sensory Preferences on Student Engagement, Success, and Persistence
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-6491-1
114
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544980
2015
As Provided
JAN2020
No
High School Students
Rural Urban Differences
Achievement Tests
Suspension
Expulsion
Databases
State Government
Federal Government
Disabilities
Geographic Location
Socioeconomic Status
Minority Group Students
Expenditure per Student
Truancy
Extracurricular Activities
Student Participation
School Districts
Comparative Analysis
Academic Achievement
Suburban Schools
Rural Schools
Urban Schools
Low Achievement
Consolidated Schools
Educational Policy
Droessler Mersch, Rebecca L.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin Knowledge and Concepts Examinations
Wisconsin
Wisconsin Knowledge and Concepts Examinations
English
High Schools
Secondary Education
This study analyzed how Wisconsin rural public high schools' academic achievement compared to their city, suburb and town peers while controlling for ten factors. The Wisconsin Knowledge and Concepts Examination (WKCE) measured academic achievement for tenth graders including reading, language arts, mathematics, science and social studies. The ten independent variables included geographic location, socioeconomic status, students of color, spending per pupil in the school district, high school enrollment, parent education level, truancy, disciplinary actions: suspensions and expulsions, students with disabilities and extra/co-curricular activity participation. Data were provided by state and federal public databases. Findings indicated that rural high schools in the state of Wisconsin performed as well as town and city high schools and in some subject areas as well as suburban high schools. Further, the data suggest that there are serious academic performance concerns for students and schools with certain demographics and that those problems need to be addressed immediately and effectively. Findings from this study suggest that the argument to consolidate rural high schools because of poor academic performance is not a valid one. All high schools in Wisconsin including rural high schools should be supported by policy makers and practitioners to ensure high academic achievement opportunities for all. [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.]
ED551289
Student Academic Achievement in Rural vs. Non-Rural High Schools in Wisconsin
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2012-00-00
978-1-2677-6919-0
188
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545145
2015
As Provided
JAN2020
No
Guides
Models
Academic Achievement
Achievement Gains
Achievement Rating
Accountability
State Standards
Evaluation
Evaluation Criteria
Benchmarking
Cohort Analysis
Progress Monitoring
Student Improvement
Alternative Assessment
Data Interpretation
Academic Standards
Misconceptions
Robustness (Statistics)
Scoring Rubrics
Scoring
Scores
Rating Scales
Classification
Statistical Data
Standard Setting
Group Testing
Predictive Measurement
Norm Referenced Tests
Prediction
Regression (Statistics)
Predictor Variables
Expectation
Multivariate Analysis
Castellano, Katherine E.
Ho, Andrew D.
Reports - Descriptive
Guides - Non-Classroom
Council of Chief State School Officers
English
This "Practitioner's Guide to Growth Models," commissioned by the Technical Issues in Large-Scale Assessment (TILSA) and Accountability Systems & Reporting (ASR), collaboratives of the "Council of Chief State School Officers," describes different ways to calculate student academic growth and to make judgments about the adequacy of that growth. It helps to clarify the questions that each model answers best, as well as the limitations of each model. This document is intended to support states as they address the challenges of evolving assessment and accountability systems. This guide does not promote one type of interpretation over another. Rather, it describes growth models in terms of the interpretations they best support and, in turn, the questions they are best designed to answer. The goal of this guide is thus to increase alignment between user interpretations and model function in order for models to best serve their desired purposes: increasing student achievement, decreasing achievement gaps, and improving the effectiveness of educators and schools. The report is divided into two parts. Part I, A Framework for Operational Growth Models, includes seven models: (1) Growth and Growth Models; (2) Growth: Beyond Status; (3) Different Ways to Slice the Data: Status, Improvement, and Growth; (4) What is a Growth Model?; (5) Growth Models of Interest; (6) Critical Questions for Describing Growth Models; and (7) Alternative Growth Model Classification Schemes. Part II, The Growth Models, includes seven chapters: 1: The Gain Score Model; (2) The Trajectory Model; (3) The Categorical Model; (4) The Residual Gain Model; (5) The Projection Model; (6) The Student Growth Percentile Model; and (7) The Multivariate Model. An appendix explains cross-referencing growth model terms. A bibliography is also included.
ED551292
A Practitioner's Guide to Growth Models
Council of Chief State School Officers
2013-02-00
Practitioners
117
Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org
N/A
2015
31
ERIC
JAN2020
ED563445
No
Community Colleges
Dormitories
College Housing
Discipline Policy
Best Practices
Comparative Analysis
Policy Analysis
Gilgour, Joseph G.
Dissertations/Theses - Doctoral Dissertations
Missouri
Missouri
English
Two Year Colleges
Higher Education
Postsecondary Education
Community colleges in the United States have long been known as institutions of equal opportunity and affordable education. One facet of student life appearing at more and more community colleges is the addition of residence halls. Still, the number of community colleges with on-campus living is relatively small, and for the campuses with residence halls, one common, recurring assumption is made regarding a lack of discipline within the living facilities. This endeavor can be an expensive venture, especially for a community college that may not have the resources or funds to take a substantial financial risk. The administration of a community college needs ample justification and support to get a project of this magnitude approved by the governing board. One important piece of justification and support an institution must be prepared to provide is a thorough residence hall disciplinary code. Such a code would reduce the primary concern that mischief and distractions within the halls could detract from the educational mission of the college. This report analyzed five Missouri Community College residence hall disciplinary codes and compared to recommended codes in residence hall literature and best practices. A set of criteria was developed and the Council for the Advancement of Standards in Higher Education was used as a guide in order to make a recommendation. The recommendation of this research is to use the key criteria when building a residence hall discipline code but to remember the regional issues each college may face. A standard template for residence hall codes should be developed statewide in order to provide consistency and legal structure while still being flexible enough to adapt to specific college needs. [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.]
ED551294
A Policy Analysis of Missouri Community College Residence Hall Discipline Policies with an Analysis of Changes in the State Fair Community College Residence Hall Policy
ProQuest LLC
Ed.D. Dissertation, Saint Louis University
2012-00-00
978-1-2677-6431-7
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544953
2015
As Provided
JAN2020
No
Gender Differences
Generational Differences
Student Attitudes
Barriers
Values
Hispanic American Students
Two Year College Students
Males
Urban Schools
Community Colleges
Focus Groups
Parent Participation
Parents
Predictor Variables
First Generation College Students
Sanchez, Sylvia Andrea
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This research study focused on the perceptions of challenges and values of higher education between first-generation and subsequent-generation male Latinos and their factors affecting academic success. According to Gandara (2009), Latinas are making advancements in higher education, being committed to continue with college, and maintaining higher academic grade attainment. However, Latinos have not succeeded at the same rate as Latinas and continue to struggle academically in high school and in college (Gandara, 2009). Therefore, it is important to understand and address the latest demographic challenges that confront Latinos. Specifically, it is important to note the challenges Latino students face at this large, urban community college located in Central California categorized as (a) institutional, (b) individual, and (c) environmental. Data for this study were collected on male Latino student (N = 112) undergraduates who participated in the study; there were three generations. These three focus groups consisted of the following: 1st-, 2nd-and 3rd-or-later-generation Latino students. These data were collected at this large, urban community college located in Central California. A series of questions on the attitudes of Latinos toward education were examined, the parents' level of participation in their children's education was determined, their perceptions of challenges to participation were assessed, and their definition of participation was addressed. A regression model was chosen for the analysis. The regression analysis appeared to be the most appropriate method used in this examination because there was one dependent variable (perceptions on values of higher education) and three independent variables (generation, age, and marital status) were assumed as interval scale. The results of this analysis demonstrated that Latino students did not change that much by generation in their perception of the importance of education. One of the main reasons the researcher did not find much differences between the generations might have been that the survey sample was too small and was not representative. It is also essential to understand whether other factors, such as 1st or 2nd-generation-related factors, played a significant role in preventing Latinos from attending higher education. Therefore, it is important to understand and address the latest demographic challenges that confront Latinos, such as limited individual support and academic preparation, institutional problems with articulation, and environmental oppositions. [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.]
ED551296
Perceptions of Challenges and Values of Higher Education between First Generation and Subsequent Generations on Male Latinos
ProQuest LLC
Ed.D. Dissertation, Alliant International University
2012-00-00
978-1-2677-6441-6
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544963
2015
As Provided
JAN2020
No
Two Year Colleges
Writing Instruction
Writing Teachers
Administrators
Writing (Composition)
English Departments
Department Heads
Leadership
Surveys
Mixed Methods Research
Loughman, Kyle Sean
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Currently, two-year colleges are teaching the lion's share of college composition classes, mainly consisting of developmental writing and first-year composition courses; however, those same two-year colleges have been slow in embracing the composition theory and practices that are studied and implemented at four-year colleges. One way to disseminate a compositionally-centered agenda throughout two-year colleges is through strong leadership. Using principles of organizational learning and leadership, this research explored the impact of English department chairs' educational backgrounds on their departments. A mixed method approach was used to examine the two selected department chairs. One department chair, from college A (AC), has a Ph.D. in composition while the other, from C College (CC), has a traditional masters degree in English. Existing organizational learning surveys were adapted to better fit English department concerns, and they were administered to both sets of English faculty, both full-time and part-time members. Once the surveys were completed and calculated, each department chair was interviewed as a way to triangulate the survey data and flesh out each department chair's departmental vision. 90 of the 159 surveys (56.6%) were completed in total between the two colleges, and each department chair interview lasted roughly 80 minutes. After analyzing both sets of data, it was found that both colleges show evidence of organizational learning; nevertheless, the department chairs articulated significantly different organizational intentions. The department chairs' differing intentions and their impacts on their departments were analyzed and seen to impact faculty interaction, faculty's perception of their position, and departmental hiring practices. Due to these ramifications of department chair vision, the study asserts two-year college English departments would be better served if led by strong compositionally-focused leaders. [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.]
ED551299
Exploring the Impact of WPAs' Leadership at Two-Year Colleges
ProQuest LLC
Ed.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6814-8
256
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545115
2015
As Provided
JAN2020
Yes
Models
Longitudinal Studies
Information Systems
Best Practices
Achievement Gains
Academic Achievement
Federal Legislation
Educational Legislation
Elementary Secondary Education
Accountability
Teacher Evaluation
Compliance (Legal)
Educational Indicators
Federal Programs
Metadata
Barriers
Guides - Non-Classroom
Colorado
Arkansas
Ohio
Iowa
Pennsylvania
Delaware
Florida
No Child Left Behind Act 2001
Arkansas
Colorado
Delaware
Florida
Iowa
Ohio
Pennsylvania
No Child Left Behind Act 2001
Institute of Education Sciences (ED)
English
Elementary Secondary Education
The content of this guide was derived from ongoing work of a working group on growth models coordinated and facilitated by the SLDS Grant Program's State Support Team. The Statewide Longitudinal Data Systems (SLDS) Grant Program was asked by several states to review current growth models with the goal of determining the impact of different models on longitudinal data systems and capturing some best practices that states are using in the implementation process. From July 2011 through February 2012, representatives from Colorado, Arkansas, Ohio, Iowa, Pennsylvania, Delaware, and Florida participated in a working group session and follow-up discussions facilitated by members of the State Support Team (SST). This working group allowed states to more easily discuss and share strategies, best practices, and challenges related to the use of growth models. Specifically, these states have provided the following information to the SST in response to questions about their specific growth model(s) related to: (1) types and purposes of growth model(s) used; (2) description of model(s) used; (3) data elements required for each model; and (4) issues and barriers experienced during development, implementation, or use.
ED551302
Growth Models: Issues and Advice from the States. A Guide of the Statewide Longitudinal Data Systems Grant Program
Institute of Education Sciences
2012-07-00
15
Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/
T
2015
ERIC
JAN2020
Yes
http://nces.ed.gov/programs/slds/publications.asp
No
Federal Government
Testing
Grade Point Average
Predictor Variables
Academic Achievement
Success
Educational Assessment
Exit Examinations
Computer Assisted Testing
Test Format
High Stakes Tests
School Districts
Scores
Hypothesis Testing
Correlation
Ryan, Barbara A.
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
Missouri
SAT (College Admission Test)
ACT Assessment
Test of English as a Foreign Language
Law School Admission Test
Missouri
No Child Left Behind Act 2001
ACT Assessment
Law School Admission Test
SAT (College Admission Test)
Test of English as a Foreign Language
English
Beginning with the No Child Left Behind federal legislation, states were required to use data to monitor and improve student achievement. For high schools, the Missouri Department of Elementary and Secondary Education chose End of Course Exams (EOC) to demonstrate levels of student achievement. The policy changed from school choice of paper-pencil or computer-based testing to mandated computer-based testing. This study examined whether this decision best demonstrates the level of student mastery. Using high school EOC test scores for United States Government exams as the independent variable and high school cumulative grade point average (CGPA) as the dependent variable, the study examined the correlation between CGPA and computer-based (CBT) versus paper-pencil (PPT) modes of testing. Random samples from two comparable school districts were used to provide data. School A tested using computers, while school B used paper-pencil testing. Data presented in this study demonstrate there is little relationship between CGPA and EOC scores depending upon the mode of test administration. For the most part, the null hypotheses were not rejected. Results indicated limited support in some subgroups for the alternative hypotheses that students with a 2.5 or higher cumulative grade point average will score higher on end of course paper-pencil tests, while students with less than a 2.5 cumulative grade point average will score higher on end of course computer-based tests. Results of this study call into question whether the state and school districts should allow students choice of test mode or perhaps even require students to take the test using the mode of administration their cumulative grade point average indicates would demonstrate their actual level of achievement. This study also questions whether other high stakes tests such as the ACT, SAT, TOEFL, and LSAT, should determine mode of administration based on students' CGPA. Finally with the push for data driven classroom curriculum assessment, should the results of this study be applied to the need for differentiation in the classroom with regard to assessments. [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.]
ED551303
Computer-Based versus Paper-Pencil Modes of Administration United States Government End of Course Exams: Student Cumulative Grade Point Averages as Predictors of Success
ProQuest LLC
Ed.D. Dissertation, Lindenwood University.
2012-00-00
978-1-2677-5268-0
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544514
2015
As Provided
JAN2020
No
Social Networks
Qualitative Research
Encyclopedias
Collaborative Writing
Electronic Publishing
Web Sites
Semi Structured Interviews
History
Ideology
Open Source Technology
Computer Software
Social Systems
Programming
Administrative Organization
Computer Mediated Communication
Social Influences
Technology
Livingstone, Randall M.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to explore the codependencies of the social and technical structures that yield Wikipedia the website and Wikipedia the community. In doing so, the research investigated the implications of such a sociotechnical system for the maintenance of the project and the emergence of collective intelligence. Using a theoretical framework informed by digital media studies, science and technology studies, and the political economy of communication, this study examined the material and ideological conditions in which Wikipedia has developed. The study's guiding research questions addressed the nature of Wikipedia's sociotechnical system and potential for collective intelligence, as well as the historical development of the project's technical infrastructure and the state of its technology-assisted collaboration. A mainly qualitative multi-method research approach was employed, including document analysis, semi-structured interviewing, and social network analysis. A plethora of documents were carefully selected and examined to explore how and why decisions were made, policies implemented, and technologies adopted on the site. Additionally, 45 interviews were conducted with members of Wikipedia's technical community to understand the relationships between social and technical aspects of the project and the motivations of programmers who contribute automated tools. Finally, social network measures and visualizations were used to interrogate notions of collaboration and make more transparent the centrality of technology to the content creation process. The study revealed that Wikipedia's technical development has been shaped by the dueling ideologies of the open-source software movement and postindustrial capitalism. Its sociotechnical system features the complex collaboration of human contributors, automated programs, social bureaucracy, and technical protocol, each of which conditions the existence and meaning of the others. In addition, the activity on Wikipedia fits established models of collective intelligence and suggests the emergence of a cyberculture, or culturally informed shared intelligence, unique to the digital media context. Software robots (bots) are central actors in this system and are explored in detail throughout this research. [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.]
ED551305
Network of Knowledge: Wikipedia as a Sociotechnical System of Intelligence
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2677-6324-2
343
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544899
2015
As Provided
JAN2020
No
Simulation
Teaching Methods
Interaction
Computer Games
Computer Simulation
Feedback (Response)
Time
Predictor Variables
Computation
Educational Games
Educational Technology
Models
Accuracy
Evaluation Methods
Myers, Rodney Dean
Dissertations/Theses - Doctoral Dissertations
English
In order for simulations and games to be effective for learning, instructional designers must verify that the underlying computational models being used have an appropriate degree of fidelity to the conceptual models of their real-world counterparts. A simulation/game that provides incorrect feedback is likely to promote misunderstanding and adversely affect learning and transfer. Numerous methods for verifying the accuracy of a computational model exist, but it is generally accepted that no single method is adequate and that multiple methods should be used. The purpose of this study was to propose and test a new method for collecting and analyzing users' interaction data (e.g., choices made, actions taken, results and feedback obtained) to provide quantified evidence that the underlying computational model of a simulation/game represents the conceptual model with sufficient accuracy. In this study, analysis of patterns in time (APT) was used to compare gameplay results from the Diffusion Simulation Game (DSG) with predictions based on diffusion of innovations theory (DOI). A program was written to automatically play the DSG by analyzing the game state during each turn, seeking patterns of game component attributes that matched optimal strategies based on DOI theory. When the use of optimal strategies did not result in the desired number of successful games, here defined as the threshold of confidence for model verification, further investigation revealed flaws in the computational model. These flaws were incrementally corrected and subsequent gameplay results were analyzed until the threshold of confidence was achieved. In addition to analysis of patterns in time for model verification (APTMV), other verification methods used included code walkthrough, execution tracing, desk checking, syntax checking, and statistical analysis. The APTMV method was found to be complementary to these other methods, providing quantified evidence of the computational model's degree of accuracy and pinpointing flaws that could be corrected to improve fidelity. The APTMV approach to verification and improvement of computational models is described and compared with other methods, and improvements to the process are proposed. [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.]
ED551307
Analyzing Interaction Patterns to Verify a Simulation/Game Model
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2677-6340-2
218
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544908
2015
As Provided
JAN2020
No
Teacher Attitudes
Beginning Teachers
Qualitative Research
Case Studies
Teacher Education
Undergraduate Study
Teacher Administrator Relationship
School Districts
Constructivism (Learning)
Learning Theories
Child Development
Interviews
Questionnaires
Student Diversity
Classroom Techniques
Mentors
Brobst, Molly R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Colleges and universities graduate many qualified teachers each year who are eager to enter their own classrooms, yet over one third of teachers leave the profession within the first 5 years of teaching. The purpose of this qualitative case study was to examine teachers' perceptions of their first teaching positions to determine whether they felt that there is a need for more undergraduate preparation and/or more support from school district administrators. Vygotsky's zone of proximal development and Piaget's constructivist theory provided the framework for this research. Qualitative data were gathered from first-year teachers being interviewed or answering a questionnaire. Interviews and questionnaires were subsequently coded using a topical analysis. Results suggested 5 areas in which first-year teachers felt they needed more support or preparation, which included more support from school districts and administrators, preparation in meeting the needs of diverse students, lack of undergraduate preparation, lack of classroom management skills, and more support from mentors. Upon completion of the qualitative study, a detailed program was presented to local colleges, universities, and school districts in order to increase awareness on the evidence-based ways in which first-year teachers can better be supported in order to retain them. This study can lead to positive social change by helping teachers, school administrators, and university professors develop training to ensure that first-year teachers feel well prepared to offer a high-quality education to all students. [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.]
ED551308
Teachers' Perceptions of Their First Teaching Positions
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-6375-4
121
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544929
2015
As Provided
JAN2020
No
Communities of Practice
Teacher Collaboration
Writing Instruction
Case Studies
Qualitative Research
Correlation
Teacher Attitudes
Constructivism (Learning)
Focus Groups
Interviews
Observation
Elementary School Teachers
Writing Teachers
Faculty Development
Classification
Thematic Approach
Writing Workshops
Coaching (Performance)
Academic Achievement
Murphy, Mary Sheppard
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Research reveals that many teachers express a discomfort about teaching writing; moreover, there is growing evidence that professional learning communities can have a positive impact on teacher learning and performance. The purpose of this qualitative case study was to explore the relationship between teachers' involvement in a professional learning community and their attitudes toward writing instruction. Research questions for this study were designed to uncover how involvement in a professional learning community may have influenced teachers' attitudes and feelings of efficacy toward writing instruction. Using a constructivist approach, qualitative data were gathered through focus groups, interviews, field notes, and classroom observations of six elementary school writing teachers who had been involved in professional learning. Data analysis included the process of classifying and interpreting themes which were described using thick, rich descriptions. The most significant themes to emerge included the following: collaboration with peers, participation in writing workshops, interaction with instructional coaches, and student achievement. Using these themes to plan professional learning activities could help teachers gain efficacy with writing instruction. Moreover, knowing more about how educators develop as writing teachers could, in turn, lead to schools that produce a society of more effective writers. Effective writers may become accomplished citizens with greater employment opportunities. [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.]
ED551309
The Impact of Professional Learning Communities on Attitudes toward Teaching Writing
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-6609-0
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544990
2015
As Provided
JAN2020
No
Regression (Statistics)
Scores
Standardized Tests
Mathematics Achievement
College Entrance Examinations
Grade Point Average
High School Students
Age Differences
Gender Differences
Racial Differences
Ethnic Groups
Socioeconomic Status
College Students
College Mathematics
Student Records
College Freshmen
Algebra
Calculus
Predictor Variables
Grades (Scholastic)
Mayo, Sandra Sims
Dissertations/Theses - Doctoral Dissertations
ACT Assessment
ACT Assessment
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors such as age, gender, ethnicity, and socio-economic status for predicting final grades in students' first mathematics courses at Spring Hill College. The results of this study were examined to validate whether the current system for placing students in first-year mathematics courses is successful. Data was used from 870 student records for the freshman fall cohorts from 2008 to 2010. Students were enrolled in Intermediate Algebra, Precalculus, or Calculus I. The results of the study indicate that ACT mathematics score, HSGPA, age, and gender were all statistically significant predictors of students' grades in their first-year mathematics courses with HSGPA the best predictor of all. It was recommended that admission counselors and mathematics department faculty place students in freshmen mathematics courses based on HSGPA, ACT mathematics scores, and the number of mathematics courses taken in high school but with a much stronger emphasis on HSGPA. [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.]
ED551311
Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2677-6704-2
73
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545007
2015
As Provided
JAN2020
No
Community Colleges
Females
College Graduates
Graduation
Qualitative Research
Personal Narratives
Semi Structured Interviews
Crisis Management
Academic Persistence
College Faculty
Religious Factors
Counseling
Family Structure
Professional Recognition
Bates, Marcie Ann
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Social challenges tear at the fabric of the African American family, revealing complexities that identify a de facto leader, the African American woman. She exists in a chasm of overt circumstances which heavily influences her successes. The purpose of this study is to identify factors that motivated seven female African American community college graduates to persist throughout crisis and to ultimately reach their academic goals and graduate. Using a qualitative narrative design, the study involved semi structured interviews with seven African American women who employed community colleges and other support strategies to accomplish appropriate responses to crises, identify practical support mechanisms, and achieve professional advancement in order to attain professional success. Findings provide a clearer picture of the elements these participants feel foster and enhance their abilities to stay enrolled, to persist and to graduate from college. The study findings illustrate the importance students place on their family's support, the support of their faith and the support of college faculty and staff. The Bates Model for the Initial Creation of a Community College Counseling/Crisis Intervention Center is presented to foster the development of a support service center which will allow community colleges to better meet the needs of these non-traditional students. [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.]
ED551312
From Crisis to Empowerment: African American Women in Community Colleges
ProQuest LLC
Ed.D. Dissertation, National-Louis University
2012-00-00
978-1-2677-6714-1
162
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545017
2015
As Provided
JAN2020
No
Educational Technology
Computer Mediated Communication
English (Second Language)
Technology Uses in Education
Second Language Instruction
Group Discussion
Cooperation
Self Expression
Student Participation
Critical Thinking
Problem Solving
College Students
Technological Literacy
Writing Instruction
Teaching Methods
Writing (Composition)
Persuasive Discourse
Bauler, Clara Vaz
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This research study examines the role of digital media, more specifically online forums, in the development of academic literacy and language learning in English as a Second Language (ESL) college writing. Studies in Second Language Acquisition suggest that participation in online forum discussions can potentially foster collaboration, self-expression, and active involvement, affording students with a learning environment that encourages critical thinking and problem-solving. Accordingly, online forum discussions used as educational environments can also become a powerful vehicle to support academic literacy development. In this context, this research study aims to provide a careful analysis of student participation in digital practices of literacy engaged through online forums in a college-level ESL class in order to understand what ESL students accomplish discursively when expressing and disputing opinions in an online forum discussion. Analysis will include: 1) detailed descriptive analysis of online forum discussions as forms of engagement in practices of digital literacy, with particular attention to the differences between online forum discussions as "everyday practices," engaged outside of school settings, and online forum discussions as "pedagogical practice," engaged in a college-level ESL writing class; 2) careful examination of the discourse of the contributions ESL students wrote in online forums with particular attention to viewing ESL students as multilingual individuals, creating language through expressing and disputing opinions in online forum discussions; 3) thoughtful consideration of the relationship between writing in online forum discussions and writing academic persuasive essays. As a consequence of this study, pedagogical uses and implications for teaching with digital literacies will also be investigated through critical examination of the design and application of online forum discussions in language learning and literacy educational practices. [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.]
ED551313
Examining Online Forum Discussions as Practices of Digital Literacy in College-Level ESL Writing
ProQuest LLC
Ed.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6715-8
247
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545018
2015
As Provided
JAN2020
No
Achievement Tests
Standardized Tests
Data
Mathematics Instruction
Mathematics Teachers
Middle School Teachers
Qualitative Research
Case Studies
Individualized Instruction
Interviews
Demography
Ability Grouping
Grouping (Instructional Purposes)
Disadvantaged Schools
Educationally Disadvantaged
Minority Group Children
Miller, Steven C.
Dissertations/Theses - Doctoral Dissertations
Wyoming
Wyoming
English
Middle Schools
Secondary Education
Junior High Schools
Grade 8
The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade mathematics teachers used Traffic Signal Project Reports to analyze how teachers used data to differentiate instruction. A qualitative case study methodology was used in gathering data from teachers of similar backgrounds and school settings. This study focused on three research questions including how teachers used Traffic Signal Project Reports to inform their instruction, how teachers differentiated their instruction based on assessment data, and how teachers decided which sources of data they used to make instructional changes in the classroom. A panel of experts, seventh- and eighth-grade Wyoming math teachers, analyzed a set of interview questions and determined that they were adequate for the purpose of the case study. Questions focused on whether teachers used Traffic Signal Project Reports and/or other types of data to shape their instruction. The population of this study was middle school mathematics teachers located in Wyoming. Ten eighth-grade mathematics teachers from Title I schools and schools with similar demographics participated in the study. Results from the study showed that standardized test score data were used mostly for grouping students in classes by ability rather than used for differentiating instruction within the classroom. Also, teachers were more comfortable using their own classroom data pieces to differentiate instruction in the classroom rather than standardized achievement test score data. Furthermore, teachers utilized various forms of data to make instructional decisions such as class groupings or adjusting curriculum. The majority of the teachers either implied or stressed the need to utilize multiple sources of data before making instructional decisions. The teachers also indicated that the Traffic Signal Project Reports should be modified to make them more user-friendly for differentiation. [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.]
ED551314
Teacher Use of Achievement Test Score Data
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5277-2
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544521
2015
As Provided
JAN2020
No
Scholarship
Postsecondary Education as a Field of Study
Educational Research
College Instruction
Nursing Education
College Faculty
Teacher Attitudes
Phenomenology
Qualitative Research
Constructivism (Learning)
Educational Innovation
Information Dissemination
Interviews
Evidence
Research Utilization
Educational Practices
Time Management
Teacher Administrator Relationship
Shenefield, Diana C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Nursing educators have been encouraged to engage in the scholarship of teaching as a form of best practice in education. Despite professional documents and encouragement by leaders in the field of nursing, there is very little known about nursing educators' perceptions and engagement in the scholarship of teaching. The purpose of this phenomenological qualitative study was to understand the perceptions nursing educators had regarding research activities related to the scholarship of teaching. These activities included reading educational research, encouraging others to read educational research, applying educational research to teaching practice, conducting, and disseminating educational research. The study was based on the theories of constructivism and diffusion of innovation. A sample of six nursing educators were interviewed regarding their perceptions about the scholarship of teaching as part of the faculty role, perceptions of their ability to perform, and current participation in the research related activities. The findings indicated nursing educators understood the definition of scholarship of teaching, the importance of using evidence-based teaching methods, and desired to incorporate the scholarly activities into their classrooms. The participants indicated that the research related activities, especially conducting and disseminating educational research, were difficult to perform. Reasons given for the difficulty in performance included lack of time, lack of formal pedagogy training, and lack of administrative support. The implications of these findings offer nursing faculty ideas on how to incorporate the scholarship of teaching into their everyday lesson plans and course curriculums. The findings also indicated continuing education is needed for educators on nursing education pedagogy and evidence-based teaching methods. However, for nursing education to improve there needs to be cooperation between administration and the nursing educators. Additional research is needed comparing the perceptions of educators who actively engage in the scholarship of teaching to educators who do not. What are the differences and what are the similarities in the way these different groups conduct their classrooms? [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.]
ED551315
Faculty Perceptions toward the Scholarship of Teaching
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2677-5281-9
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544525
2015
As Provided
JAN2020
Yes
Foreign Countries
Vocational Education
Secondary School Students
Access to Education
Scores
College Entrance Examinations
College Bound Students
Barriers
Universities
Probability
Preferences
Scaling
Educational Certificates
Polidano, Cain
Tabasso, Domenico
Zhang, Rong
Reports - Research
Numerical/Quantitative Data
Australia
Australia
National Centre for Vocational Education Research
English
Secondary Education
Higher Education
Postsecondary Education
High Schools
Despite comprising only a small fraction of all vocational education and training (VET) in Schools enrolments, programs that count towards both national VET qualifications and university entry potentially fill an important role in the upper-secondary school curriculum. The aim of this study is to take a first step in gaining an understanding of the efficacy of VET in Schools courses by estimating the relationship between enrolling in Victorian Certificate of Education (VCE) VET subjects and university access. The authors chose to examine the outcomes from VCE VET courses because they represent a model of assessment, known as "scored VET", that closely resembles that applied in general courses. In particular, the assessment involves both written exams and numerical assessment of performance in job-specific tasks associated with units of competency. In this study, the analysis is carried out on a sample of school completers in Victoria in 2011 who lodged a first preference for enrolment in a university course prior to sitting their final year exams. To meet the aim of this study, the following key research questions are addressed: (1) What is the relationship between taking a Victorian Certificate of Education VET subject and university entry scores?; (2) To what extent is any relationship explained by scores in VCE VET subjects (direct effect) as opposed to scores in all other subjects taken by VCE VET students (indirect effect)?; (3) Does any relationship depend upon the type of VCE VET subject chosen?; (4) What is the relationship between participating in VCE VET subjects and the chances of being offered a place at university?; and (5) What is the relationship between participating in VCE VET subjects and the chances of attaining a first, third or sixth university entry preference? It was found that among students who intend to go to university, controlling for a range of differences between those who do and who do not take a VCE VET subject, that those who take a VCE VET subject have a six-point lower score on average than those who do not take a VCE VET subject (111 compared with 117 out of a possible 205). This represents around a 5% lower university entry score on average and is robust to the range of alternative key assumptions that underpin the analysis. Across VCE VET subject groupings, the authors found some variation in magnitude of the estimated negative association, with significant negative associations found in four of the seven subject groupings (engineering and technology; community, outdoor and recreation; hospitality; information technology) and no statistically significant negative results found for the rest (business and finance; dance and music; equine industry). Importantly, the authors stress that this study only examines the impacts of taking VCE VET subjects on direct access to university. Other important outcomes from VCE VET programs, such as indirect access to university (for example, by completing a diploma course), participation in post-school VET study, retention in post-school study, and employment outcomes are not investigated here, but should be considered in any overall evaluation of these programs. The following are appended: (1) Assessment; (2) VCE VET subjects; (3) Technical appendix; (4) Probit results and balancing test results; and (5) Sensitivity analysis.
ED551316
Does Scored VET in Schools Help or Hinder Access to Higher Education in Victoria?
National Centre for Vocational Education Research (NCVER)
2014-00-00
Australian Department of Industry, Innovation, Science, Research and Tertiary Education
978-1-9251-7309-3
54
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2015
20
ERIC
JAN2020
No
Community Colleges
Two Year College Students
Learner Engagement
Academic Achievement
Refugees
Asians
Case Studies
Culturally Relevant Education
Educational Environment
Cultural Differences
Interviews
Barriers
Orientation
Cultural Awareness
Hollands, Lucinda
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Many researchers have documented the challenges of working with culturally different elementary and high school students and have provided evidence of pedagogical practices that increase student engagement and academic success. However, a gap still exists in the understanding of student engagement and academic success of adult refugee students in higher education. Teaching methods, institutional and classroom environments, and educational policies may change through student voice. This case study used the theoretical framework of culturally relevant pedagogy to explore how Iraqi refugee students, enrolled in a community college, defined academic success, described their optimal learning environment, and remained engaged in college despite cultural differences. Purposeful and snowball sampling were used to select the 8 participants and data were collected through one-on-one interviews using open ended questions. Data were coded and analyzed using Atlas.ti to identify themes within and across cases. Results supported the academic success component of culturally relevant pedagogy; however, participants gave insight into barriers to success, offered solutions to eliminate those barriers, and implied that enhancing cultural competence within the college would increase student engagement and assist in acculturation. These findings led to the development of a specialized orientation designed to accommodate those needs. Recommendations include the implementation of specialized orientation programs to support culturally diverse students. Knowledge gained through this research encourages positive social change to embrace diversity and help newcomers establish themselves as they adapt to the local community and American educational systems. [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.]
ED551317
Student Engagement and Academic Performance of Iraqi Refugee Community College Students in America
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-5284-0
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3544528
2015
As Provided
JAN2020
Yes
Educational Assessment
Student Evaluation
Accountability
Summative Evaluation
Formative Evaluation
Benchmarking
Diagnostic Tests
Student Improvement
Predictive Measurement
Educational Objectives
Perie, Marianne
Marion, Scott
Gong, Brian
Wurtzel, Judy
Reports - Descriptive
Aspen Institute
Achieve, Inc.
National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
English
The standards-based reform movement has resulted in the wide-spread use of summative assessments designed to measure students' performance at specific points in time. While many have hoped that these end-of-year tests would provide constructional useful information for educators, they do not. This is not because there is something "wrong" with these summative accountability tests, rather that they were not designed to meet instructional purposes. Recognizing the inherent limitations of summative assessment, educators are looking for additional assessments to inform and track student learning during the year. Large numbers of vendors are now selling what they call "benchmark," "diagnostic," and/or "predictive" assessments with promises of improving student performance. These systems often lay claim to the research documenting the powerful effect of formative assessment on student learning. However, the research in this area, including the seminal Black and Wiliam (1998) meta-analysis, evaluated formative assessments of a very different character than essentially all current commercially-available interim assessment programs. This policy brief provides a definition to differentiate between true classroom formative assessment and the interim assessments currently in the marketplace. It also describes a framework for understanding what purposes interim assessments can serve and considering their appropriate role in a comprehensive assessment system. The goal of this brief is to help district leaders thoughtfully examine the commercially-available interim assessment products, develop strong specifications for a customized system, develop their own interim assessments, or determine that interim assessments are not an appropriate tool for their assessment system. A second goal is to help state leaders consider what role they might play in supporting effective interim assessment practices. This policy brief is organized into the following seven sections: (1) Distinguishing among Assessment Types; (2) Questions to Start With; (3) Determining the Purpose for the Interim Assessment; (4) Characteristics of an Effective Interim Assessment System to Be Used for Instructional Purposes; (5) Current Commercially Available Interim Assessment Systems; (6) Implications for District and State Decision Makers; and (7) Conclusions.
ED551318
The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief
Aspen Institute
2007-11-00
25
Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
N/A
2015
3
ERIC
JAN2020
No
Teacher Education Programs
Preservice Teacher Education
Socialization
Cohort Analysis
Proximity
Social Support Groups
Cooperation
Interdisciplinary Approach
Peer Relationship
Levin, Jason
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
There is very little evidence regarding the specifics of how teacher candidates in preservice teacher education programs employing a cohort system interact and support one another. Similarly, there have been calls for more evidence of the specifics of the socialization process of teacher candidates, especially as it relates to the relationship between program design and peer interaction and support within a cohort. Utilizing a situated learning perspective and ethnographic tools (Green, Dixon & Zaharlick, 2002), observations and interviews were conducted of teacher candidates and their instructors and supervisors, both at the university and in the partner schools, over the course of a full academic year. Using the full year of field experience as a lens for the analysis, a recursive relationship between teacher education program design, peer interaction and support and the socialization process was found. The willingness and ability of the teacher candidates to support and learn from one another was facilitated by certain elements of program design. First, the number and variety of cross-disciplinary, mini-cohorts the program placed them in over the course of the year put them in close proximity to a large number of their peers, exposing them to a wide range of expertise. Second, the safe spaces created for them by clinical faculty at the partner schools and by program administration and faculty at the university enabled them to discuss, reflect, and problem-solve openly. Finally, the program design gave teacher candidates multiple support options throughout the year, rather than just one cooperating teacher, and the evidence showed that the teacher candidates explored those multiple options. The findings point to the cohort system as a design that can facilitate peer interaction and support. For programs that do not employ a cohort system, the findings indicate that peer interaction and support is likely to result from encouraging collaboration and communication across disciplines. The need for teacher candidates to be socialized into school cultures by mentors familiar with the particulars of the school and placed in mini-cohorts to share their experiences is also a finding that cuts across all teacher education programs. [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.]
ED551319
"We're Not Alone": An Analysis of the Relationship between Program Design and Teacher Candidate Interaction and Support in a Teacher Education Program Employing a Cohort System
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6767-7
308
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545069
2015
As Provided
JAN2020
No
Quantum Mechanics
Physics
Correlation
Interaction
Thermodynamics
Riedel, Charles Jess
Dissertations/Theses - Doctoral Dissertations
English
A state selected at random from the Hilbert space of a many-body system is overwhelmingly likely to exhibit highly non-classical correlations. For these typical states, half of the environment must be measured by an observer to determine the state of a given subsystem. The objectivity of classical reality--the fact that multiple observers can each agree on the state of a subsystem after measuring just a small fraction of its environment--implies that the correlations found in nature between macroscopic systems and their environments are very exceptional. This is understood through the redundant recording of information about the preferred states of a decohering system by its environment, a phenomenon known as quantum Darwinism. To see this in action in the real world, we first consider the ubiquitous case of blackbody illumination. We show that it exhibits fast and extensive proliferation of information about an object into the environment, yielding redundancies orders of magnitude larger than the exactly soluble models considered previously. Turning to a universe of qubits, we examine the conditions needed for the creation of branching states and study their demise through many-body interactions. We show that even constrained dynamics can suppress redundancies to the values typical of random states on relaxation timescales, and prove that these results hold exactly in the thermodynamic limit. Finally, we connect these ideas to the consistent histories framework. Building on the criterion of partial-trace consistency, we introduce a sensible notion of mutual information between a fragment of the universe and a history itself. [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.]
ED551321
Redundant Information and the Quantum-Classical Transition
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2677-6822-3
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545123
2015
As Provided
JAN2020
No
Teacher Effectiveness
Academic Achievement
Longitudinal Studies
College Readiness
Inferences
Educational Trends
Teacher Evaluation
Financial Support
Evaluation Methods
Scores
Comparative Analysis
Educational Change
Achievement Gains
O'Malley, Kimberly
McClarty, Katie
Magda, Tracey
Burling, Kelly
Reports - Evaluative
Pearson Education
English
Elementary Secondary Education
The nation is showing an unprecedented focus on increasing the rigor in education and preparing students for college. The college readiness trend is driving changes in the ways in which the nation uses student test data. Educational data are no longer limited to static data snapshots showing the status of a student performance at one point in time. Instead data are linked grade-to-grade and course-to-course, to create a longitudinal measure of student performance. Inferences about student progress are now made using status as well as growth models. The new national trend is to enhance the ability to draw inferences about student growth by collecting more direct evidence from longitudinal student data. The use of longitudinal data expands beyond informing about student progress to evaluating teachers and educational leaders. President Obama has repeatedly highlighted the need for teacher effectiveness measures and offered incentives for those who are willing to implement them. The Department of Education awarded billions of dollars from the Race to the Top fund to 11 states and the District of Columbia in 2010. In granting the awards, the Department evaluated state applications for which 28% of the points were dedicated to a section entitled "Great Teachers and Leaders." As part of the application requirements, states had to develop and describe a system for assessing teacher effectiveness that included student achievement data and provided annual effectiveness ratings for all teachers. States awarded the Race to the Top funds are currently working to implement their plans for teacher effectiveness systems, with most relying on student growth measures as essential measures in their systems. The use of student score changes in different applications has led to confusion in the use of terms and concepts. Terms such as student growth, value-added models, and teacher effectiveness are often used interchangeably. The differences in these three measures are significant. Using one when another is intended has impeded the nation's ability to develop these measures well and to use the information in optimal ways. The goal of this paper is to define student growth, value-added models, and teacher effectiveness, the three terms that are often confused. Furthermore, the paper compares and contrasts features of these three measures and identifies next steps needed for advancing the use of these measures for educational reform.
ED551322
Making Sense of the Metrics: Student Growth, Value-Added Models, and Teacher Effectiveness. Bulletin. Issue 19
Pearson Education, Inc.
2011-04-00
Teachers
Students
Researchers
Policymakers
4
Pearson Education, Inc. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/
N/A
http://images.pearsonassessments.com/images/tmrs/bulletin-19-makingsenseofmetrics.pdf
2015
1
ERIC
JAN2020
No
Racial Identification
College Students
College Environment
Identification (Psychology)
Multiracial Persons
Phenomenology
Semi Structured Interviews
Documentation
Content Analysis
Whites
Private Colleges
Influences
Self Concept
College Role
John, Elizabeth A.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
The multiracial population is noted as one the fastest growing populations in the United States. This growth and need for providing a campus climate of inclusion for all students has implications for colleges and universities in their recruitment, retention, satisfaction, and graduation of multiracial students. The purpose of this study was to examine how the college environment affects the racial identity development of multiracial students through the lens of an integrated theoretical framework (Chickering & Reisser, 1993; Pascarella & Terenzini, 1991, 2005; Renn, 1998, 2000, 2003, 2004; Wijeyesinghe, 1992, 2001, 2012). This study employed a phenomenological approach and used semi-structured individual interviews and document analysis with 12 self-identified multiracial students from two small, private, liberal arts, predominately White institutions in the Midwest. The primary research question was: In what ways does the college environment affect the racial identity development of multiracial students at two small, private, liberal arts, predominantly White institutions in the Midwest? Overall, four key findings emerged. Within one of the findings, participants indicated that the college environment affected their racial identity development in the following ways: (a) contributed to their growth and awareness, (b) constructed support and challenge, and (c) produced feelings of multiracial identity disenfranchisement. This study found that the academic, social, and personal contexts of higher education influence multiracial students' racial identity development. To that end, institutions of higher education must actively create supportive contexts that create a campus climate of inclusion for multiracial students. [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.]
ED551325
How College Affects Racial Identity Development of Multiracial Students at Two Predominantly White Private Institutions
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2012-00-00
978-1-2677-6933-6
239
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545147
2015
As Provided
JAN2020
No
Nontraditional Education
Students
Case Studies
Behavior Problems
Academic Failure
Interviews
School Personnel
Student Needs
Program Effectiveness
Educational Strategies
Caring
Interpersonal Relationship
Teacher Student Ratio
Educational Quality
Mentors
Classroom Environment
Educational Finance
Financial Support
Psychological Patterns
Parent Participation
Instructional Leadership
Crowding
Student Attitudes
Victims
Child Neglect
Bullying
Washington-Cobb, Shirley L.
Dissertations/Theses - Doctoral Dissertations
English
Alternative education has become an integral program, in one form or another throughout most school districts in the United States. Alternative education is a very complex and controversial issue that is best understood through the stories of former alternative education students looking back on their lived experiences. Children in the alternative education program studied here were generally those who did not fit into a general education program due to behavior problems or lack of academic success. The purpose of the study was to investigate alternative education primarily through in-depth interviews and case studies of 18 previous alternative education students who were voluntary participants and secondarily through interviews of current alternative education professional staff. The main research question was: In what ways has the study program been meeting the needs of students in the alternative education program, and in what ways may it be improved? The sub questions were the following: (a) Which aspects of this alternative education program are effective or ineffective and why, according to former participants? and (b) Which strategies utilized in the alternative education program may be useful in general education classrooms, according to the participants? Results revealed that the majority of students viewed the alternative education experience as positive if there was a patient, supportive, caring adult in their school life. The study program was effective in meeting the needs of the students through low student-to-teacher ratios, highly structured classrooms, school and community mentors, and high quality academic instruction. However, more of the following is needed: funding for some students who need services outside the school, initial and continuing education for staff to counter teacher burn-out and stereotyping of students, space to alleviate overcrowding, parent involvement, and leadership. Ten themes emerged from the data: anger, victim mentality, neglect, abandonment, apathy, self-doubt, bullying, academic struggles, unequal prospects, and most important--a relationship with a caring adult. [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.]
ED551327
Exploring the Experiences of Former Alternative Education Participants: Case Studies
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2677-7249-7
285
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545195
2015
As Provided
JAN2020
No
Teacher Attitudes
College Faculty
Teaching Methods
Thematic Approach
Statistical Analysis
Social Networks
Interviews
Observation
STEM Education
Beliefs
Drills (Practice)
Persistence
Teacher Characteristics
Case Studies
Goal Orientation
Prior Learning
Planning
Hora, Matthew Tadashi
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Research suggests that the pedagogical thoughts of postsecondary teachers exist on a continuum from student-centered to teaching-centered orientations, the latter of which are more pedagogically effective than the former. However, this body of literature has been critiqued for insufficient conceptualization of psychological constructs and the lack of connection to research in cognitive psychology. In this thesis I advance a multi-dimensional account of faculty practice based on situative theories of cognition that address these gaps. Using thematic, data reduction (i.e., cluster analysis and multidimensional scaling), social network, and thematic network analysis techniques, I examine interviews and classroom observations from 56 science, technology, engineering, and math (STEM) faculty from three public research universities in the U.S. Results indicated that 15 types of beliefs could be discerned from the data, with the most widely held being that students best learn through practice and persistence. These beliefs can be grouped into two clusters that appear to have an underlying dimensionality characterized by which agent (teacher or student) is seen as primarily responsible for constructing meaning. Additionally, two beliefs (i.e., practice and perseverance, and that people learn according to different styles) appear to be stand-alone beliefs unrelated to this dimension. Further, 37 faculty in the study reported beliefs that cut across the two clusters and stand-alone beliefs, thereby indicating that most faculty cannot be characterized as holding a particular "type" of belief. Analyses of classroom observation data using social network analysis resulted in five distinct configurations of teaching dimensions across the disciplinary groups in the study. Case studies of three faculty demonstrate how beliefs, goals, prior knowledge, and perceived affordances within the organizational context all interact to shape planning and teaching. Results suggest that: (a) a multi-dimensional account of planning and teaching that focuses on tracing a single element throughout the instructional process provides a detailed account of faculty practice, (b) efforts to label individuals as holding a particular "type" of belief, and corresponding assumptions regarding the efficacy of their teaching, should be avoided, and, (c) beliefs alone do not determine practice but they interact with other features to help define problem spaces for teaching. [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.]
ED551328
A Situative Analysis of Postsecondary Teaching: Examining the Relationships among Faculty Beliefs about Student Learning, Course Planning, and Classroom Instruction
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2677-7138-4
185
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545160
2015
As Provided
JAN2020
No
Leadership Training
Organizational Culture
Labor Force Development
Performance Factors
Evaluation Methods
Program Evaluation
Industry
McCann, Laura Harding
Dissertations/Theses - Doctoral Dissertations
English
Leadership development and employee engagement are two elements critical to the success of organizations. In response to growth opportunities, our Distribution and Logistics company set on a course to implement High Performance Work Place to meet the leadership and employee engagement needs, and to find methods for improving work processes. This study reviews the early steps our company took in the High Performance Work Place initiative, the key performance indicators that were selected to evaluate the success of the program, and recommendations for future steps in implementation. The recommendations include 1) have a clear strategic vision for High Performance Work Place before implementation begins; 2) develop strong communication channels that are used often to maintain the quality, fidelity, intensity, and consistency of the initiative; 3) develop key performance indicators for measuring program success prior to implementation; 4) provide ongoing support through communication, webinars, and training programs to coach leaders and team members in the transition to a High Performance Work Place; and 5) constantly monitor the implementation of the High Performance Work Place initiative through the key performance indicators, direct observations, and interviews with team members. [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.]
ED551329
Implementing a High Performance Work Place in the Distribution and Logistics Industry: Recommendations for Leadership & Team Member Development
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2012-00-00
978-1-2677-7239-8
154
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545189
2015
As Provided
JAN2020
No
Phenomenology
Undergraduate Students
Teaching Methods
Web Based Instruction
Educational Technology
Semi Structured Interviews
College Faculty
Teaching Experience
Instructional Design
Technology Uses in Education
Blended Learning
Brown, Anna F.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The changing educational needs of undergraduate students have not been addressed with a corresponding development of instructional methods in higher education classrooms. This study used a phenomenological approach to investigate a classroom-based instructional model called the "inverted" or "flipped" classroom. The flipped classroom incorporates technologies to move lecture content online, allowing for a more learner-centered classroom environment. The purpose of the study is to explore the experience of instructors who have adopted this model for their classroom-based undergraduate courses. The participant set includes a range of teaching experience, discipline, and institutional setting. Participants share a transition from a more traditional, teacher-centered practice as well as early adopter traits. Individual, semi-structured, VoIP interviews were held and course materials analyzed. The data collection and analysis process produced a rich set of data that provides a multilayered view of participant experiences adopting the model. Findings for instructors include the following points: The model, at its best, has a complex structure requiring careful instructional design and implementation. The focus of course design centers on a series of inversions and connections that make the model successful. The primary goal is an active learning environment in the classroom. The model builds on the relationships it affords to instructors and students, leading to more differentiated instruction and increased student involvement. Findings for faculty development personnel and administrators include the following points: The participants are relearning to teach over time through a process of discovery. Their concern for the learning experiences of their students directs their choices and efforts. They appreciate the autonomy inherent in their role, as it enables them to act in response to student need. The experiences of the participants indicate that there is still work to be done in the area of supporting instructors in the classroom. Instructors are reaching for more learner-centered approaches. The emphasis on technology use and online teaching may steer many instructors away from receiving guidance and assistance in improving their classroom-based teaching practices. By facilitating a learner-centered approach, this model can contribute to undergraduate education in the face-to-face environments that constitute the primary setting for college courses. [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.]
ED551330
A Phenomenological Study of Undergraduate Instructors Using the Inverted or Flipped Classroom Model
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2012-00-00
978-1-2677-7292-3
222
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545198
2015
As Provided
JAN2020
No
Interviews
African American Students
Elementary School Students
Comprehension
Mathematical Concepts
Qualitative Research
Standardized Tests
Student Evaluation
Crisp, Nicola Elinor
Dissertations/Theses - Doctoral Dissertations
New Jersey
New Jersey
English
Elementary Education
While some African American students perform as well as or better than their White peers on standardized tests, African Americans as a group attain lower scores on standardized tests than their White peers. This phenomenon has been addressed extensively in educational research. However, not much empirical research has been conducted to investigate whether a complementary assessment, such as the clinical interview, would provide more information about African American students' mathematical knowledge than a standardized test. Qualitative clinical interview methodology was used to explore the performance of the student participants on the clinical interviews and on the standardized test as well as teacher feedback about these students' mathematical knowledge. Data were gathered from three main sources: clinical interviews, standardized test results, and teacher interviews. Data were coded to identify common themes that shed light on the research questions. Most of the students performed better on specific items from the standardized assessment, the New Jersey Proficiency Assessment of State Standards (NJPASS), than on the clinical interview items. The scores on both assessments revealed much disparity among participants' mathematical competencies. The clinical interviews affirmed or changed the teachers' opinions of their students. The information from the clinical interviews fostered discussion of pedagogical practices. [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.]
ED551331
Using the Clinical Interview as a Complementary Assessment for Minority Elementary Students to Determine Their In-Depth Understanding of Mathematical Concepts
ProQuest LLC
Ed.D. Dissertation, Montclair State University
2013-00-00
978-1-2677-7304-3
366
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545209
2015
As Provided
JAN2020
No
Engineering
Engineering Education
Student Attitudes
Measures (Individuals)
Construct Validity
Content Validity
Statistical Analysis
Elementary School Students
Middle School Students
Knowledge Level
Student Interests
Self Efficacy
Expertise
Item Response Theory
Factor Analysis
Reliability
Gender Differences
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Duncan-Wiles, Daphne S.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Intermediate Grades
With the recent addition of engineering to most K-12 testable state standards, efficient and comprehensive instruments are needed to assess changes in student knowledge and perceptions of engineering. In this study, I developed the Students' Awareness and Perceptions of Learning Engineering (STAPLE) instrument to quantitatively measure fourth through eighth grade students' knowledge of, interest in, and efficacy toward engineering. STAPLE was developed using four samples for four separate analyses: content expert review (n = 15), field-test (n = 40), pilot-test (n = 576), and confirmatory test (n = 1,007). Content experts had expertise in either engineering education or gifted education. Students in grades four through eight completed the field-test, pilot-test, and confirmatory test. Item Response Theory (IRT) analysis was used to analyze the dichotomous knowledge items, while factor analysis was used to analyze the six-point scaled interest and efficacy items. IRT analysis of the knowledge items revealed that seven items should be removed from STAPLE in order for the instrument to yield reliable results. Factor analysis on the interest and efficacy items revealed three factors: Interest in Engineering, Efficacy toward Engineering Global and Social Dynamics, and Efficacy toward Engineering Process and Design. Fit statistics were adequate for each of the factors. Confirmatory factor analysis revealed that male students had higher mean factor scores for Interest in Engineering and Efficacy toward Engineering, while female students had higher factor scores for Efficacy toward Engineering Global and Social Dynamics. Additionally, students identified as gifted had higher factor scores for Engineering Global and Social Dynamics; however, students not identified as gifted had higher factor scores for Interest in Engineering and Efficacy toward Engineering Process and Design. These results have implications for engineering instruction and interventions. [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.]
ED551333
Students' Awareness and Perceptions of Learning Engineering: Content and Construct Validation of an Instrument
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7324-1
288
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545227
2015
As Provided
JAN2020
No
Preservice Teachers
Teacher Attitudes
Teaching Methods
Case Studies
Disabilities
Competence
Learning Processes
Teacher Student Relationship
Educational Practices
Multicultural Education
Expertise
Semi Structured Interviews
Inclusion
Internship Programs
Hunt, Paula Frederica
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
This dissertation thesis describes a research inquiry that took place at a large Midwestern University, in the Fall semester of 2009, is comprised of three case studies, and attempts to respond to the question: "How do prospective teachers perceive, think about, and respond to the instructionally relevant variation of their students". Instructionally Relevant Variation (IRV) is conceptually related to notions of pedagogy, characteristics of students and the mediating spaces between students and teachers, and indicates a set of qualities, or markers, that is fluid and all encompassing. IRV is used to represent competencies and circumstances that impact teaching and learning, while allowing for overlap and gradation. IRV stands for, not only those qualities that are innate or long-term, but also circumstances that may be punctual, or of short-duration (including the child's relationship with their teacher), and that either provide affordances or prevent learning from occurring if a teacher-lead action does not take place. This study is based on the premise that Three Problems of Practice promote particular ways of "seeing" and "doing" which compel teachers to see narrow categories of children. Thus, Preservice teachers that are prepared in programs that are steeped within narrow notions of Multicultural Education, conceptualizations of professionalization based on expertise areas, and induction practices guided by silent binaries, might have restricted perceptions of children, and have difficulty identifying IRVs that fall outside of the purview of their pre-conceived professional lens and, in turn, have restricted ways of seeing and doing which result into unresolved tensions when attempting to plan and instruct ALL students. This investigation is based upon three case-studies, and follows three pre-service teachers in their first semester of the internship year. The participants were followed throughout 14 weeks, both in a graduate course on Literacy and in their internship placements, and while they planned and instructed students within the context of a literacy unit. All the work produced by the participants during the semester was gathered and analyzed, and further augmented with informal conversations, semi-structured interviews, and on-site observations. Because this is an investigation that delves into discursive practice and discourse-in-practice, an interpretative analysis method (Holstein, J.A., & Gubrium, F.F., 2011) was used to analyze the context and transcripts of all oral interactions. The results of this investigation indicate that while all three participants perceived, thought about and responded to their students IRVs, their responses (breadth and depth) were influenced by different conceptualizations of teaching/learning. The argument will be made that a combined approach to RTI, DI and CRP will allow for the transformation of Problems into Possibilities of Practice and a change in the ways in which Pre-service teachers "stand," "see," and "do," thus allowing for a wider perspective into students' IRVs. By combining these three pedagogical approaches and creating environments that are based upon the central premises of an Inquiry as Stance lens, combined with a commitment to teach all students, and a disability studies framing of normalcy, pre-service teachers will enter the classrooms with a wider set of "tools" with which to entangle and breakthrough the tensions associated with teaching ALL students. [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.]
ED551336
Pre-Service Teachers' Performance of Instructionally Relevant Variation: Tensions and Breakthroughs
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2677-7462-0
591
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545277
2015
As Provided
JAN2020
No
English (Second Language)
Second Language Learning
Student Evaluation
Oral Language
Language Proficiency
Teaching Methods
Interrater Reliability
Student Attitudes
Likert Scales
Rating Scales
Kauper, Nancy Louise
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Knowledge of local norms and conventions of interaction and ability to use them appropriately as well as the ability to negotiate meaning with interlocutors are important for ESL graduate students and prospective teaching assistants in an English-speaking university context. The interactive communication (IC) assessment using a paired student conversation task was developed for Purdue's Oral English Proficiency Program to supplement a curriculum that focused mainly on academic language and classroom teaching presentations. The main goal of this formative classroom assessment is to help students improve face-to-face interaction skills in English, including negotiation of meaning, active listening, and conversation management; and to give OEPP instructors a broader view of students' ability to communicate in English in interactive contexts. Recordings of paired student IC assessment conversations were studied and transcribed to determine if assessment goals and criteria corresponded to actual student performances, and to provide evidence for further development and validation of the IC assessment. Results and evidence from this study were used to revise assessment goals and criteria, to provide examples and benchmarks for instruction and rating, and to revise the assessment rating scale and scoring guidelines. All existing criteria were found to be relevant but reference to body language was found to be lacking. The assessment rating scale was changed from a five-point to a three-point scale. Rater orientation was carried out to familiarize raters with the new scale. Raters' scores and written comments were studied to see if raters could agree to a reasonable extent on how to interpret and apply the scale, and if individual raters could use the entire scale and follow scoring guidelines consistently. Reasonable agreement was found, but raters did not often use the lowest point on the scale. The final study looked at results of a student course survey which used a Likert scale and contained items on student attitudes about the IC and use of IC skills outside of the classroom. Survey responses indicated that most students valued and liked the IC assessment, and especially liked having conversations with classmates. Most students indicated that they used the IC skills outside of the classroom, and that IC conversation practice had made them better listeners, had allowed them to develop better relationships with classmates, and had made them more comfortable conversing in English with acquaintances outside of the classroom. Implications are that interaction skills developed during practice conversations in the classroom are portable to other contexts of interaction; and that greater comfort conversing in English may lead to development of relationships with local English speakers, which can be an effective pathway for improving interactive competence and overall oral English proficiency. [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.]
ED551337
Development and Implementation of an ESL Classroom Assessment of Face-to-Face Conversational Interaction
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7468-2
246
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545283
2015
As Provided
JAN2020
No
Mathematics Instruction
Mathematics Teachers
Action Research
Inquiry
Mathematics Curriculum
Academic Standards
Teaching Methods
Educational Change
Alignment (Education)
Teaching Experience
Decision Making
Keazer, Lindsay M.
Dissertations/Theses - Doctoral Dissertations
English
This study explored the experiences of mathematics teachers as they examined recommendations for "Reasoning and Sense Making" (NCTM, 2009) and investigated them in their practice through action research. Narrative inquiry was used to capture the ways that teachers conceptualized the curricular recommendations, the actions teachers took to incorporate the recommendations into their practice, the challenges and opportunities teachers encountered, and teachers' interpretations. Given the trend in mathematics education to focus on the deficit between NCTM curricular recommendations and mathematics classroom practices across the United States (e.g., Hiebert, 1999; Stigler & Hiebert, 1999), this research expands the discourse by illuminating the complex nature of teachers' experiences as they attempted to enact changes to align their teaching with curricular recommendations. The findings of this study, presented through narratives that capture the experiences, illustrate the complex process of teacher change in ways unique from past research. The narratives reveal the sensible nature of teachers' actions and interpretations by illuminating their meaning in the context of teachers' work. The challenges that teachers' encountered are captured as lived moments of struggle for the reader to experience vicariously. While others have written about individual challenges encountered when attempting to change their own practice (e.g., Ball, 2000; Cady, 2006; Chazan, 2000; Frykholm, 2004; Heaton, 2000; Verkaik & Ritsema, 2006), this study brings together the experiences of seven teachers to illustrate both the uniqueness of each teacher's experiences as well as the common elements amidst their complex journeys. By using the recommendations for "Reasoning and Sense Making" as a theme for teachers' work, the findings are positioned to be informative about teachers' ways of conceptualizing and making changes in their teaching in the context of current recommendations. [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.]
ED551338
Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7469-9
298
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545284
2015
As Provided
JAN2020
No
Community Colleges
Two Year College Students
Adult Students
Adult Learning
Acceleration (Education)
College Faculty
Educational Philosophy
Academic Persistence
Correlation
Qualitative Research
Case Studies
Graduation Rate
Focus Groups
Student Surveys
Online Surveys
Adult Education
Educational Environment
Faculty Recruitment
Theory Practice Relationship
Self Determination
Wajler, Nancy S.
Dissertations/Theses - Doctoral Dissertations
Philosophy of Adult Education Inventory
English
Two Year Colleges
Higher Education
Postsecondary Education
Adult Education
Although there has been a surge in the number of adults entering accelerated academic programs at community colleges over the last decade, there has not been a similar increase in the number of adult learners who persist and achieve their degrees. This qualitative inquiry uses a case study methodology to explore in what ways educational philosophies of educators influence the persistence and graduation rates of adult students in community college accelerated programs. Data collection methods will include the creation of focus groups of both faculty and adult students in the accelerated program and faculty members taking the online version of the Zinn (1991) Philosophy of Adult Education Inventory (PAEI). Analysis of the findings will utilize the results of the Zinn's PAEI, Knowles' (1980) six assumptions of adult education as well as the emerging themes arising from the data. This study will provide information that will improve the understanding of the role of faculty educational philosophy on the successful achievement by adult learners as measured by persistence and graduation. These insights will also provide the information needed by community colleges to create a positive adult learning environment as they formulate and implement adult accelerated courses and programs and recruit faculty to teach in them. There was no consensus among the student graduates regarding if the manner in which faculty taught had any influence on their decision to persist in the adult accelerated program. The results indicated that students reacted more positively and related better to faculty who brought real life, practical knowledge into the classroom than faculty who lectured from a theoretical perspective. Additional findings made it quite apparent that the student graduate participants possessed an intense internal desire and self-determination to be persistent and complete the necessary courses to finish a degree. Lastly, students strongly voiced the need for faculty and the college administration to create an environment which promotes a desire to learn, which in turn motivates them to persist and complete their degree. [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.]
ED551339
Community College Adult Accelerated Program: Faculty Educational Philosophy Influence on Student Retention
ProQuest LLC
Ed.D. Dissertation, National-Louis University
2012-00-00
978-1-2677-7480-4
249
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545294
2015
As Provided
JAN2020
No
Linguistic Theory
Intention
Epistemology
Ambiguity (Semantics)
Discourse Analysis
Language Usage
Semantics
Psycholinguistics
Constructivism (Learning)
Psychological Patterns
Kurle, BonnieJean
Dissertations/Theses - Doctoral Dissertations
English
Three worries seem to plague Grice's theory of meaning. If, as Grice seems to hold, utterer intentions, including the meaning intention (M-intention), are to be epistemically prior to what some utterance--what some sentence or phrase-means, then one should be able to translate utterances from a language radically different from one's own, merely by accessing the M-intention. Yet such cannot be done without first understanding the utterance. Such is the Davidsonian Doubt. When an utterer S utters something x with an M-intention, S means something, which might not be the same thing as the utterance x's meaning. Call what S means the "S-meaning" and what the utterance-type means "U-meaning." Given the psychological priority of speaker centrism, U-meaning should at least be analyzed in terms of S-meaning, and ultimately in terms of the M-intention. Yet Grice sometimes analyzes U-meaning without any reference or seeming need for M-intentions, and sometimes analyzes S-meaning in terms of U-meaning, violating so-called "speaker centrism." Hence, the Priority Ambiguity. If Grice intends his analysis of the M-intention to be an account of its constitutive elements, then the indefinitely many intentions that constitute an adequate M-intention give reason to doubt both the capacity of any finite utterer to have an M-intention and the ability of any finite audience to calculate it and thereby comprehend meaning. But clearly we do understand meanings, so this complexity is problematic. This final worry is thus over M-intention Complexity. If Grice intended his to be an account of the elements of an M-intention and that this intention be epistemically more accessible than meanings, then his account is deeply flawed, and we have good reason to reconsider its merit. The Doubt and the Ambiguity are motivated by and entail a reductionist program. Such a program analyzes concepts in terms of other concepts taken to be more epistemically or ontologically basic. Given reductionism, circularity is a serious flaw. The traditional interpretation holds that Grice epistemically reduces the semantic (U-meaning) to the psychological (intentions); i.e., they understand him to hold that the psychological is epistemically more accessible than the semantic. But Grice rejected reductionism, thus the traditional interpretation of Grice as a reductionist and the problems that follow from it are beside the point. Grice had a unique "constructivist" approach to analysis whereby related entities a and ß are on a par, allowing for a to be analyzed in terms of ß in one conceptual scheme and ß in terms of a in another without any vicious circularity. Grice's constructivism also allows for multiple conceptual schemes within a single ontological scheme (e.g., the semantic). And it entails that there are no basic entities. By showing that the Doubt and the Ambiguity both rely on reductionism, and by demonstrating Grice's constructivism to be anti-reductionist, I demonstrate that the first two important worries are irrelevant. Grice's constructivism entails that whenever there is a "rational demand"--a logical or conceptual need for explanatory entities--there is justification for the "construction" of such entities, and of theories that account for their interrelation, by means of a set of "construction routines." Since Grice's theory of meaning intersects psychological and semantic concepts, there is a rational demand for an account of not only their interrelation, but also of each concept. Grice supplies such in his widely neglected works on reason and value. Reinterpreting Grice's theory of meaning according to his constructivist program in light of his theories of reason and value both justifies the discarding of the Doubt and the Ambiguity and lays the groundwork for a rethinking of M-intention Complexity. That the explanation of x is complex need not entail that x is likewise complex. The regress that makes up the M-intention Complexity is a feature of explanation, not constitution: it is an explanatory, not ontological or epistemological regress. As such, it is not only benign, but is in fact characteristic of a "reciprocal" analysis. Concepts in a constructivist program are analyzed in terms of each other with no contradiction, depending upon which conceptual scheme the analysis presupposes. To worry about it in Grice's account of meaning is to misunderstand him. And to worry about explanatory complexity is to fail to grasp his constructivism. Thus, the reductionist traditional interpretation of Paul Grice's theory of meaning needs to be discarded and replaced with an integrative interpretation like mine--an interpretation based on his constructivism. [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.]
ED551340
Reasonable Language: An Integrative Study of Paul Grice's Theories of Meaning, Reasoning, and Value
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7489-7
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545302
2015
As Provided
JAN2020
No
Conflict
Models
Internet
War
Foreign Countries
Ethnic Groups
Concept Mapping
National Security
Information Systems
Information Security
Veterans
Liles, Samuel P.
Dissertations/Theses - Doctoral Dissertations
Estonia
Estonia
English
In April 2007, what has been incorrectly called the first cyber war and since then referred more correctly as a cyber riot, an attack on the domain name systems and the various servers of Estonia occurred. It was perpetrated by ethnic Russians living in Estonia who were incensed by the movement of a bronze war memorial for Russian soldiers to a grave yard from the center of town (Evron, 2008, p. 122). The cyber riot was nearly simultaneous with the actual real world riots. This brought the idea of cyber warfare and conflict in cyberspace into the public view. It may be better to replace the idea of asymmetric threats with the idea of strategic threats as the threat may not be asymmetric (e.g. large scale cyber warfare) but the adversary's strategy is asymmetric in effort. If according to Clausewitz, we are willing to accept that there are two primary things needed for war (politically opposed will-power and the ability to field a military) then a missing element of cyber warfare may be the ability to field a military (Szafranski, 1990, p. 39). This research states, "Given the unstructured domain of cyber warfare knowledge a specific model will allow experts to produce a concept map significantly more detailed than absent the model." Experts were solicited in a variety of venues to map cyber warfare using a concept mapping process and provide a deeper understanding of the concept. Two technology-centric models were given to groups of experts to assist them in explaining elements of cyber conflict. One group was just given the cyber warfare question and no specific model as guidance. The groups were then compared to see if either of the models had better explanatory power per the experts responses. [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.]
ED551343
Cyber Warfare as a Form of Conflict: Evaluation of Models of Cyber Conflict as a Prototype to Conceptual Analysis
ProQuest LLC
Ph.D. Dissertation, Purdue University.
2012-00-00
978-1-2677-7494-1
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545307
2015
As Provided
JAN2020
No
Administrator Attitudes
College Administration
Economic Climate
Retrenchment
Faculty Recruitment
Teacher Persistence
Social Support Groups
Leadership
Institutional Mission
Economic Impact
Labor Turnover
Faculty Workload
Faculty College Relationship
Teacher Administrator Relationship
Inclusion
Little-Wiles, Julie M.
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Higher Education
Postsecondary Education
Using the embedded case study method, this investigation described the experiences, relationships, and perspectives of administrative leaders within the higher education environment during the most recent economic crisis, specifically attempting to answer the question of, "How does an economic crisis, like the most current recession, impact a university leader's ability to deal with the issues of faculty recruitment, retention and support?" Participants in the study were 8 administrators from Purdue University, a Land-grant institution. In addition to the interview data related documentation was also examined, and analysis of all the data collected resulted in the development of 75 descriptive codes which were then categorized into a total of eight emergent themes within the study. The eight emergent themes included: (1) leadership insights; (2) sense of mission or business as usual; (3) negative consequences of the recession; (4) Perceptions/Attitudes/Feelings/Assumptions/Values/assumptions/values; (5) alternative strategies; (6) positive consequences of the recession; (7) the quest for information and input; and (8) other significant concerns. Outcomes of the study were that the recession had an impact on each area of question within the study: recruitment, retention, support and the relationship, and dealt with the impact with the use coping mechanisms. For recruitment, the recession had an impact in the area of hiring faculty as the number during this timeframe was decreased but not halted altogether. In regard to retention efforts, the recession made it harder to retain top-performing faculty but the university launched an initiative to assist their colleges and schools to try and support those efforts. As administrators were unable to provide support to their faculty with raises and other means during this time, they emphasized the idea of making the faculty feel valued by decreasing their workloads whenever possible. Finally, to ensure the relationship between the faculty and administration was not altered, the leadership employed communication and transparency with the situation whenever possible. Based upon this research, recommendations for future university leadership facing an economic crisis include: (1) more inclusion of faculty and staff early in the decision making process; (2) accessibility of administration to stakeholders; and (3) developing mechanisms for enhancing communication. Implications for future research include a number of studies such as a complimentary study done with the faculty, staff and other stakeholders at Purdue University to gain insight into the other side of these issues; a study with peer institution for a comparative study; and a study with private or community college for yet another comparative, but different study environment. [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.]
ED551344
An Examination of Leaders' Perceptions and Strategies in Addressing Faculty Recruitment, Retention and Support in Times of Economic Crisis
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7497-2
223
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545310
2015
As Provided
JAN2020
No
Online Courses
Personality Traits
Educational Technology
Correlation
Success
Course Selection (Students)
Academic Achievement
Academic Failure
Gender Differences
College Students
Mellish, Linda L.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
Myers Briggs Type Indicator
Myers Briggs Type Indicator
English
Higher Education
Postsecondary Education
Online learning continues to be a growing frontier in higher education with increased demand and enrollments reported annually (Allen & Seaman, 2010, 2011). Discovering best practices and methods of instruction as well as assisting students in determining their highest possible level of success in this type of learning environment has been the focus of much recent research. This study investigates the relationship between success in an online academic environment and student personality type as assessed by the Myers-Briggs Type Indicator®. Specifically, the present research focused on the following research questions: (1) is one personality type more likely to enroll in an online course? (2) Is there a positive relationship between academic success (i.e., a passing grade) and a specific personality type? (3) Is there a positive relationship between academic failure (i.e., a failing grade) and a specific personality type? These questions are important to examine given the popularity of online learning because their answers help enable optimal fit between student and learning environment. The sample frame consisted of 1201 students from a variety of academic majors seeking to fulfill a degree requirement through a course offered in an online learning environment. The sample contained 102 students seeking degrees in eleven colleges in a large Midwestern university. Fifteen of the sixteen possible personality-type categories differentiated by the MBTI® were represented, and thirty-six online learning environments were exemplified. The results indicate the likelihood of enrollment did not differ by personality type; further, there was no positive relationship between academic success and one personality type. A relationship between academic failure and a given personality type could not be assessed due to the grade range restriction reported. No failing grades were indicated by participants. A post-hoc analysis using recursive partitioning did indicate several interesting breaks in the data by college and gender, which may prove useful for further analysis. Additional recommendations for future research are discussed. [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.]
ED551345
Personality Type and Success in an Online Learning Environment
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7509-2
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545322
2015
As Provided
JAN2020
No
Interaction
Two Year College Students
Community Colleges
Online Courses
Educational Technology
Computer Mediated Communication
Barriers
Models
Mixed Methods Research
Likert Scales
Student Attitudes
Interpersonal Relationship
Interviews
Social Change
Academic Persistence
Bridgemohan, Calian
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This study examined classroom interactions to determine the challenges that community college students encounter in the online learning environment. These challenges can affect college students' attrition rates and are important to college administrators seeking to increase online retention. The purpose of this study was to investigate the challenges and issues that deter the success of online community college learners and to develop an orientation program that addressed these issues in order to increase persistence. The theoretical framework for this study was Tinto's theory on separation, transition, and incorporation. This model closely aligns with the research questions related to the challenges of the online college learner. Using a mixed methods approach, a random sample of 5 online classes was selected from a population of 19 classes. Data collection and analysis were done using a sequential explanatory design by which the quantitative data were collected and analyzed before collection and analysis of the qualitative data. The quantitative data were collected using a Likert survey that measured the students' perceptions and interactions in the online classroom. Using the same sample classes, the qualitative data were collected from the college course instructors using informal, unstructured interviews. The findings revealed that online students experience barriers to their educational success; the solution was an orientation program designed to address these online challenges and to increase retention. This orientation program promotes positive social change by its potential to improve student performance, increase academic success, and promote a more educated society. [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.]
ED551346
Interactional Challenges of Online Community College Learners
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4827-7
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548932
2015
As Provided
JAN2020
Yes
Foreign Countries
International Programs
Public Agencies
Developing Nations
Federal Aid
Educational Quality
Intervention
Educational Environment
Outcomes of Education
Correlation
Predictor Variables
Access to Education
Educational Objectives
Socioeconomic Influences
Sustainability
Evaluators
Stakeholders
Educational Research
Elementary Secondary Education
Anzar, Uzma
Harpring, Sharon
Cohen, Joseph
Leu, Elizabeth
Reports - Research
Malawi
United States
Malawi
United States
English
Elementary Secondary Education
The retrospective pilot study was designed to provide information on thirteen years of USAID-funded education projects in Malawi. This study provides a preliminary understanding of (i) the conceptualization of education quality that was explicit or implicit in project designs over time; (ii) the interventions carried out to enhance education quality; and (iii) the impact of interventions. The results of this study are being used to inform the larger three-year EQUIP1study, the Cross-national Synthesis of Education Quality. The four consecutive education projects in Malawi funded by USAID between 1991 and the present were studied. The study was guided by the following general questions which probe the relationship between project interventions and resultant education quality at the primary level: (1) How has education quality been conceptualized and measured within a series of projects or an integrated program?; (2) What educational interventions are identified as having had a positive effect on quality?; (3) What interventions have not had an impact on quality?; (4) Have the interventions had different impacts in different educational environments?; (5) What are the long-term effects of interventions on the system, teachers, schools, communities, and student outcomes? Are the programs or ideas from the programs being sustained or incorporated into government policies and programs?; and (6) Do the documents available reveal local voices or points of view concerning the impact of programs? USAID Quality Interventions in Malawi--An Overview is appended. A bibliography is also included.
ED551347
Retrospective Pilot Study of USAID-Funded Education Projects in Malawi
Online Submission
2004-12-00
31
N/A
2015
As Provided
JAN2020
No
Textbook Content
Content Analysis
Introductory Courses
Sociology
Cultural Education
Textbooks
Lake-Corral, Lorien T.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation reports the results of a content analysis of Introductory Sociology textbooks in order to assess their coverage of, and approach to, the teaching of "culture" in the hopes of ultimately creating a unified approach for the introduction of students to the sociology of culture. Looking at introductory sociology textbooks, the current study documents if and to what extent the topic of culture is included; and if so, analyzes which topics are included, how much space is dedicated to culture, and particularly which frames (in Goffman's (1974 [1986]) sense) are used to present sociology of culture. The results of this research highlight three important tendencies of introductory texts. Firstly, there is an apparent inconsistency between current academic work in the sociology of culture and inclusion of that work in introductory textbooks. This is particularly true of cultural production. Additionally, textbooks are extremely likely to treat culture as a concept in an anthropological sense (including a discussion of language, norms, and values) or in terms of diversity or multiculturalism. Finally, textbooks on the whole do not appear to change over time in significant ways. This is certainly not the case from edition to edition (usually a span of one to two years), but also among textbooks from different time periods (the 1970s, 1980s, 1990s, and 2000s). [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.]
ED551348
Content and Coverage of "Culture" in Introductory Textbooks
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-1957-4
93
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547326
2015
As Provided
JAN2020
No
At Risk Students
Truancy
School Counselors
Counselor Role
Intervention
Learner Engagement
Student School Relationship
Student Empowerment
Academic Support Services
Student Personnel Services
School Counseling
Well Being
Attachment Behavior
Correlation
Counseling Techniques
Interpersonal Relationship
Skill Development
Self Concept
Self Control
High School Students
Kurt, Layla
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Professional school counselors (PSCs) can play a vital role to help keep truant students in school by providing school-based interventions that target the personal barriers of attachment, engagement, and empowerment that may limit success in school. ASCA national standards encourage PSCs to demonstrate accountability for student outcomes. The American School Counselor Association (ASCA) emphasizes the role of the school counselor in assisting students with academic performance and social and emotional well-being. Based on attachment, engagement, and empowerment theories, this study seeks to understand the relationship between PSC led treatment and student (a) social bonds and support systems (engagement), (b) social skills development (attachment), (c) academic monitoring skills (engagement), and (d) personal self-awareness and self-regulation skills (empowerment) with at-risk high school students as defined by truancy. To this end, attachment, engagement, and empowerment have been measured before and after the implementation of PSC led school-based interventions. [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.]
ED551349
Evaluation of Professional School Counselor Led Interventions on Test Scores for Attachment, Engagement, and Empowerment with At-Risk Truant High School Students
ProQuest LLC
Ph.D. Dissertation, The University of Toledo
2012-00-00
978-1-2678-3588-8
111
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548303
2015
As Provided
JAN2020
No
Administrator Attitudes
Professional Development
Mixed Methods Research
Phenomenology
Alignment (Education)
National Standards
Interviews
Interaction
Teaching Methods
Course Content
Delivery Systems
Attitude Measures
Faculty Development
Teacher Competencies
Lutrick, Emily
Dissertations/Theses - Doctoral Dissertations
English
With the passing of legislation like the No Child Left Behind Act (2002) and an increased focus on continuous improvement in public education, professional development has progressed from a passive form of learning for educators to a process in which educators are interacting, collaborating, and learning through various methods. This study utilized a mixed methods approach employing primarily a qualitative focus using phenomenological research procedures. The purpose of this study was to uncover what practices administrators believe to be effective when instituting professional development on their campus. Additionally, the researcher also measured the level at which the participating administrators believed their current practices were when aligned to the National Staff Development Council's standards for professional learning. Interview data revealed four themes that administrators believed to comprise effective professional development practice. The themes were interactive learning experiences, needs-based content, practical application of content, and follow-up and on-going practices. The quantitative data suggest that the participating administrators believe their professional development practices support the notion that professional development is seen as a key component to continuous improvement on their campus and is an integral part of their campus culture. The participants' beliefs about their practices were high when related to the professional development standard of leadership and were lowest when related to the "evaluation" standard. [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.]
ED551350
The Beliefs of Administrators: What Makes Professional Development Effective?
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4040-0
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548530
2015
As Provided
JAN2020
No
Leadership Styles
Creativity
College Presidents
Females
Faculty Promotion
Transformational Leadership
Feminism
Self Efficacy
Family Influence
Teacher Influence
Private Colleges
Mixed Methods Research
Interviews
Case Studies
Lawson-Graves, Winifert E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Increasingly, females are taking the helm as president of colleges and universities in the United States, yet men still hold the majority of presidential positions (ACE, 2012). The Ivy League is an exception. In the Ivy League, the presidency is held by an equal number of females and males. For three of four Ivy League institutions where females are leading, it is the first time the institution has been led by a woman. This study explored the factors that influenced the career advancement and leadership styles of the four female Ivy League presidents, with insights from three of the four females' former president and mentor/advisor, Dr. Harold Shapiro, President Emeritus of Princeton University. The theoretical framework for the study includes Bass' (1999) theory of transformational leadership where leaders challenge assumptions, seek change, encourage creativity, and display behaviors of collaboration; Donovan's (2006) liberal feminist theory that suggests education engenders democracy; Chafetz' (1997) cultural feminist theory, a form of radical feminism that embraces the distinct differences between males and females; and Epstein's (1999) generativity theory, where he posits that newness is a hallmark of creativity; among others. This study used a descriptive mixed method, case study approach. The factors that have influenced the four female Ivy League presidents' careers and their insights into their leadership styles were compared from online video interviews, printed interviews, and a face-to-face interview with Dr. Shapiro. The results suggest that the four female presidents exhibit strong behaviors in transformational leadership styles; that their careers were influenced by their ability to be creative, both personally and professionally; and influences from family members, former teachers, colleagues, and their own self-efficacy, which advanced their efforts to make a difference and effect change. Females who aspire to become presidents of institutions of higher education can learn from the factors that influenced the careers of the four Ivy League female presidents. [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.]
ED551351
Leadership Styles and Creativity: An Examination of the Four Female Ivy League Presidents
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2012-00-00
978-1-2677-7553-5
155
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545335
2015
As Provided
JAN2020
No
Middle School Students
Middle Schools
Correlation
Science Instruction
Scores
Reading Achievement
Intervention
Reading Instruction
Predictor Variables
Multiple Regression Analysis
Statistical Significance
Models
Benfield, Jamie Ledsinger
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Anson County School District wished to determine the relationship between Fast ForWord Scientific Learning data and North Carolina End of Grade reading scores at Anson Middle School in Anson County, North Carolina. The specific research questions that guided this study include: 1. How does the literacy intervention, Fast ForWord, affect EOG growth scores at the seventh grade level? 2. What factors, including Fast ForWord, best predict a struggling student's scores on the North Carolina End of Grade test? The subjects for data collection were a total of two hundred and ninety-one seventh grade students at a middle school in Anson County, North Carolina. The students were enrolled in seventh grade in the 2010-2011 academic year and in the eighth grade. When correlating the strength of the relationship between the dependent variable, EOG scores, and the independent variable, the number of Fast ForWord products completed, a single linear regression was performed. Based on the regression statistics, R Squared was equal to 0.004. The ANOVA calculations showed a Significance Factor of 0.29. To analyze the impact of multiple variables on an outcome, a multiple regression analysis was used to calculate what factors, including Fast ForWord, best predict a struggling student's scores on the North Carolina End of Grade test. Overall, the study had a statistically significant outcome with models which should be useful to education as these relate to current research in the field of education. [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.]
ED551352
The Relationship of Fast ForWord Scientific Learning to North Carolina End of Grade Reading Scores at a Middle School in Anson County, North Carolina
ProQuest LLC
Ed.D. Dissertation, Wingate University
2012-00-00
978-1-2677-7557-3
110
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545339
2015
As Provided
JAN2020
Yes
Undergraduate Students
Memory
Tests
Individual Development
Multiple Choice Tests
Comparative Analysis
Statistical Significance
Correlation
Demography
Aagaard, Lola
Templeton, Jenny
Conner, Timothy W., II
Skidmore, Ronald L.
Speeches/Meeting Papers
Reports - Research
English
Higher Education
Postsecondary Education
Although there has been much published research on the benefits of distributed practice (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006) and the testing effect (Eisenkraemer, Jaeger, & Stein, 2013), very few studies are available regarding cumulative testing in college courses. Those available show a benefit to cumulative testing (Lawrence, 2014; Rohm, Sparzo, & Bennett, 1986; Szpunar, McDermott, & Roediger, 2007). As baseline information for a future study of cumulative testing, the current study investigated how well 150 college students recalled previous material when given unannounced cumulative items on a final exam. (Cumulative items were not counted toward students' grades.) Four sections of an undergraduate human development class formed the sample. Two professors taught two sections each and administered separately-developed exams throughout the semester. For the final exam, each professor chose ten multiple-choice items from each of the first and second tests of the semester to include on the final exam. The number of students missing the items on the final was compared to the number missing the same items earlier in the semester. A paired t-test showed a statistically significant increase in the overall number of students missing the items on the final exam. The size of the difference did not depend on whether the items were from Test 1 or Test 2, although it did differ by professor, with an effect size of 0.38 for Professor A and 1.15 for Professor B. A Pearson's correlation between the overall number of students missing each item before and on the final was 0.51, indicating that items previously missed by larger numbers of students were not necessarily the ones missed by the most students on the final exam. This correlation differed by professor, as well (0.65 for Professor A; 0.45 for Professor B).
ED551353
College Students' Memory for Unannounced Cumulative Items on the Final Exam
Online Submission
Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, Nov 5-7, 2014)
2014-11-05
12
N/A
2015
15
As Provided
JAN2020
Yes
Assignments
Textbooks
Undergraduate Students
Semi Structured Interviews
Focus Groups
Costs
Knowledge Level
Grounded Theory
Electronic Publishing
Biology
Science Instruction
Student Attitudes
Aagaard, Lola
Skidmore, Ronald L.
Speeches/Meeting Papers
Reports - Research
Tests/Questionnaires
United States (South Central)
English
Higher Education
Postsecondary Education
It has been reported (Aagaard & Skidmore, 2004; Sikorski et al., 2002) that only a minority of college students actually read the course textbook in preparation for examinations. Although professors widely lament students' propensity to ignore the carefully chosen textbooks, research specifically investigating why this phenomenon occurs is minimal. Bookstores have reported that fewer students are buying textbooks, perhaps due to rising costs (Mehegan, 2004). A volunteer sample of 19 undergraduate students at a regional university in the midsouth participated in a semi-structured focus group interview regarding their use of college textbooks. Questions were asked concerning textbook cost, course requirements related to the text, student knowledge of textbook features, performance in the course related to textbook use, and the pros and cons of e-textbooks. Researchers took notes on a laptop and also audio-taped the interview. Student responses were analyzed using the constant-comparative method. Results indicated that students were buying textbooks, although they felt that any further rise in cost might prohibit them from purchasing texts for all courses. Generally, students reported that they were not reading the textbooks, as such. They used them more as a reference in case they needed further explanation of a concept they didn't fully understand from the professor's lecture, notes of the lecture, or the additional material (PowerPoint slides, diagrams, etc.) made available online by the professor. Students liked having physical texts, but some were open to the idea of e-textbooks. They noted that being asked questions over information that was covered only in the textbook would get them to at least skim the assigned chapters. Frustration was expressed with teachers who assigned a text but never required anything that would force use of the textbook by students. Interview questions for textbook focus groups are appended.
ED551355
College Student Use of Textbooks
Online Submission
Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Baton Rouge, LA, Nov 4-6, 2009)
2009-11-06
18
N/A
2015
10
As Provided
JAN2020
No
Teacher Aides
Psychiatry
Mental Disorders
Children
Early Adolescents
Training
Learning Modules
Allied Health Personnel
Hospitals
Residential Programs
Attitude Change
Classroom Environment
Interviews
Pretests Posttests
Observation
Emotional Disturbances
Banks, Walter E.
Dissertations/Theses - Doctoral Dissertations
English
Schools have identified that the use of Teacher Assistants often provides needed additional support in the school setting. In a Health Care Facility that provides inpatient psychiatric services, children ages 5-14 are required to engage in school activities. Currently there are no Teacher Assistants trained in the facility. This study focuses on the development of a training module that will train Health Service Technicians to become Teacher Assistants, providing an added level of support in the inpatient school setting. By using the added resources such as the Health Service Technicians, the training process can be developed in a shorter time. The HSTs already provide a direct role relationship with the children during times that they are not in the classroom. By changing attitudes within the ranks, the classroom setting would become a better environment. The training process was conducted in four phases: DVD training Modules, informal interviews pre-training, informal interviews post-training, and observations. [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.]
ED551356
Training Health Service Technicians as Teacher Assistants in an Inpatient Residential Emotional/Behavior Disorder Classroom Setting
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4890-1
79
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548964
2015
As Provided
JAN2020
Yes
Undergraduate Students
Textbooks
Assignments
Electronic Publishing
Classroom Techniques
Student Surveys
Student Attitudes
Statistical Analysis
Comparative Analysis
Tests
Study Guides
Group Discussion
Computer Software
Teaching Methods
Measures (Individuals)
Student Characteristics
Aagaard, Lola
Conner, Timothy W., II
Skidmore, Ronald L.
Speeches/Meeting Papers
Reports - Research
Tests/Questionnaires
United States (South Central)
English
Higher Education
Postsecondary Education
It has been reported (Lei, Barlett, Gorney, & Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard & Skidmore, 2009; Ryan, 2006), shorter reading assignments and use of the textbook during class time (Aagaard & Skidmore, 2009). A convenient cluster sample of 105 undergraduate students at a regional university in the midsouth completed a survey regarding their use of college textbooks, what strategies might increase the likelihood of their reading textbook assignments, and their preference for how class time was used. Participants were 60% female and fairly evenly distributed across the four years of college experience. Chi-square was run on 25 selected comparisons, with a Bonferroni correction of the resulting alphas. A majority of students (52%) reported that they do read the assigned textbook readings. Freshmen were significantly more likely to report that outside reading should not be required, and less likely to report having used or known about e-textbooks. Strategies reported to most likely prompt reading the textbook included in-class quizzes over text material (73% overall, but females were significantly more likely to read because of quizzes), assigning graded study-guides to complete while reading (77%); testing over material found in the textbook but not covered in class (81%); and assigning shorter reading assignments (77%). Sixty-four percent of respondents overall preferred group presentations, but sophomores and seniors opted for individual work, while juniors preferred groups. Additionally, students reported preferring the use of PowerPoint lectures to notes on the chalkboard, and generally preferred the use of group discussion and application of material to real-life rather than just lecture over textbook content. Textbook and Use of Class Time Survey results are appended.
ED551358
College Textbook Reading Assignments and Class Time Activity
Online Submission
Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Mobile, AL, Nov 3-5, 2010)
2010-11-05
19
N/A
2015
12
As Provided
JAN2020
No
Program Evaluation
Stakeholders
Attitude Measures
Evaluation Methods
Weekend Programs
Negative Attitudes
Positive Attitudes
Student Attitudes
Student Interests
Belica, Bekim
Dissertations/Theses - Doctoral Dissertations
English
This evaluation was undertaken as a method of gathering, providing, and analyzing data that would assist educators at a weekend school in ascertaining the perceptions of stakeholders concerning the school. The evaluation sought to determine various recommendations that, if implemented, would be beneficial to the weekend school under study. Recommendations that could help generate student interest and commitment, provide opportunities for future financing, and improve parental perceptions that could initiate or enhance support for the school were sought by the study. It was determined that the negative perceptions by all the stakeholders were clearly more dominant than the positive perceptions by the same groups. Students seemed to be the only group that provided any reason at all for excitement; the other stakeholders were much too negative to be excited at all. [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.]
ED551359
Program Evaluation/Review as a Strategy for Continuous Quality Improvement in Weekend Schools: An Action Research Study
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-4892-5
117
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548966
2015
As Provided
JAN2020
Yes
College Students
Self Efficacy
Textbooks
Preferences
Student Attitudes
Poverty Areas
Learning Strategies
Cluster Grouping
Factor Structure
Summer Programs
Rating Scales
Economically Disadvantaged
Use Studies
Statistical Analysis
Surveys
Aagaard, Lola
Skidmore, Ronald L.
Conner, Timothy W., II
Speeches/Meeting Papers
Reports - Research
United States (South Central)
English
Higher Education
Postsecondary Education
The purpose of this study was to investigate the relationship between academic self-efficacy and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A convenient cluster sample of 105 students taking summer classes at a regional university in the mid-south were administered a self-efficacy scale and a survey of textbook use and preferences for in-class activities. Frequency tables of study survey items by self-efficacy group (above vs. below the sample average) were produced and visually inspected for effect size prior to statistical testing. Subsequently, three chi-square tests were conducted with a Bonferroni correction to alpha, lowering it from 0.05 to 0.0167. The data collected supported the idea that students from high-poverty areas enter college with reduced academic self-efficacy, as the average for the entire sample was lower than other published data. Those evidencing below-average academic self-efficacy in this sample were significantly less likely to engage in the strategies that would help them be successful (such as reading their textbooks).
ED551360
Self-Efficacy, Textbook Use, and Activity Preferences of College Students in a High-Poverty Area
Online Submission
Paper presented at the Conference on Higher Education Pedagogy (Blacksburg, VA, Feb 5-7, 2014)
2014-02-06
14
N/A
2015
18
As Provided
JAN2020
No
Community Colleges
College Faculty
Adjunct Faculty
Teacher Selection
Faculty Development
Orientation
Teacher Evaluation
Administrators
Department Heads
Statistical Analysis
Online Surveys
Labor Force Development
Academic Achievement
Oprean, Celeste Pramik
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Two Year Colleges
Higher Education
Postsecondary Education
In North Carolina (NC) there are a total of 58 community colleges, each of which provides a unique approach to handling support for adjunct faculty. The NC Community College System provided a good setting to explore how one state in particular compares to current research on administrative support of adjunct faculty in the areas of hiring, orientation, professional development, and evaluation. This study addressed the following research questions: (1) What adjunct faculty hiring practices have been implemented in North Carolina community colleges? (2) What adjunct faculty orientation practices have been implemented in North Carolina community colleges? (3) What adjunct faculty professional development practices have been implemented in North Carolina community colleges? (4) What adjunct faculty evaluation practices have been implemented in North Carolina community colleges? (5) What is the relationship between adjunct support practices implemented at community colleges and administrators' perceptions of the quality of their adjunct faculty? A total of 208 mid-level administrators from curriculum programs in 42 of the 58 NC community colleges participated in this descriptive quantitative study, via a newly developed, web-delivered survey (46.4% response rate). The study was based on a conceptual model associated with a Human Resource Management (HRM) theory in order to better address administrative support when dealing with adjunct faculty. Little research has been done to examine these support areas individually, allowing this study to clarify and expound upon details regarding recruitment during hiring, orientation practices, professional development programs, and evaluation practices. The outcomes of this study provided insight into the practices of NC community colleges when examining administrative support for adjunct faculty. Practices within the areas of hiring, orientation, professional development and evaluation were examined through frequency analysis. The mid-level administrator most often associated with supporting adjunct faculty was the department chair. Hiring practices were less formal and orientation programs often had a narrow focus. Professional development programs predominately addressed administrative duties and evaluations most often examined course development and delivery. The final question examined the relationship between administrators' perception of adjunct faculty quality and support practices. Orientation program support practices with a focus on the institutional mission had a significant relationship to the administrators' perception of adjunct faculty quality. Overall orientation, professional development and evaluation support practices with a focus on fostering student success had no relationship to administrators' perception of adjunct faculty quality. The findings of this study suggest support for adjunct faculty exists but more should be done to develop a systematic and cyclic approach of support. The next steps in this area of research would be to take these descriptive findings and explore why and how these support practices are in the shape they are in, as well as to better understand how current support practices influence administrator's perceptions of their programs. [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.]
ED551361
Hiring, Orientation, Professional Development, and Evaluation: The Administrative Support of Adjunct Faculty
ProQuest LLC
Ed.D. Dissertation, Western Carolina University
2012-00-00
978-1-2677-7601-3
249
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545376
2015
As Provided
JAN2020
No
Foreign Countries
Multiple Regression Analysis
Correlation
Likert Scales
Positive Attitudes
Teacher Attitudes
Blended Learning
Educational Technology
Demography
Predictor Variables
Gender Differences
Academic Rank (Professional)
Educational Innovation
Incentives
Computer Literacy
Mixed Methods Research
Moukali, Khalid Hussain
Dissertations/Theses - Doctoral Dissertations
Saudi Arabia
Saudi Arabia
English
Universities worldwide are transitioning to blended learning where technology is used to enhance and augment traditional face-to-face instruction. Investigation of how well blended learning strategies are accepted and adopted in multicultural settings is needed to facilitate this transition. This study investigated factors and barriers that influence faculty attitudes toward the adoption of technology-rich blended learning at Jazan University in Saudi Arabia. The influence of faculty incentives, faculty's technology experience and demographic variables including gender, academic rank were important considerations. In his Diffusion of Innovations model, Everett Rogers identifies five stages in the adoption process: knowledge, persuasion, decision, implementation, and confirmation. The amount of time that transpires before adoption is influenced by several factors including readiness of the adoptees, perceived barriers and incentives. Knowledge of technologies may influence readiness for adoption of blended learning. This study employed a mixed method approach using quantitative and qualitative data. Participants were 303 faculty members (234 male, 69 female) from 36 departments. Descriptive statistics, independent t-test, simple and multiple regression analysis, and correlation coefficients were employed. Faculty reported positive attitudes toward blended learning (M = 3.94) on a five point Likert scale. Female faculty (M = 2.88) reported more barriers to implementing blended learning than male faculty (M = 2.49), (t 301 = -4.43, p < 0.05). Female faculty also reported less experience in using educational technologies (M = 3.54), than male faculty (M = 3.95), (t 301 = 3.76, p < 0.05). Faculty experience with educational technologies was a significant predictor of attitudes toward adopting blended learning, F (1,301) = 32.55, p < 0.05. Faculty attitudes toward adoption of blended learning were negatively correlated with perceived barriers (r = -0.30, p < 0.05). There was a positive correlation between attitudes and perceived incentives for adopting blended learning (r = 0.72, p < 0.05). This Saudi university is making progress toward adopting blended learning. Female faculty members appear to be at the beginning of the Rogers implementation stage while male faculty may be approaching confirmation. Male faculty may be further along in adopting blended learning because they perceive fewer barriers and they have more advanced technical skills. Adequate technical support is important for implementing blended learning. Also, professional development programs are needed to support faculty competencies on current and emerging technologies. This support should benefit the faculty's willingness and ability to support blended learning. Future research might consider the impact of various professional development support strategies and infrastructure support on the adoption of blended learning in diverse cultural settings. [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.]
ED551362
Factors That Affect Faculty Attitudes toward Adoption of Technology-Rich Blended Learning
ProQuest LLC
Ph.D. Dissertation, University of Kansas
2012-00-00
978-1-2677-7620-4
188
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545391
2015
As Provided
JAN2020
No
Factor Analysis
Principals
Supply and Demand
Labor Turnover
Administrator Education
Rural Areas
School Districts
State Standards
Instructional Leadership
Miller, Tina Lee
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
A review of current research clearly points to a shortage of highly qualified principal candidates to fill vacancies as "baby boomer" principals reach retirement age. In many school districts across the nation, the principal shortage is already being realized. Principal preparatory programs as well as school districts are working frantically to find and produce highly qualified candidates to fill the void left by retiring school executives. The primary purpose of this research study was to determine the specific skills and competencies needed by aspiring principals in a rural school district in southeastern North Carolina in order to demonstrate growth on the Strategic Leadership, Instructional Leadership, and Cultural Leadership standards on the North Carolina Standards for School Executives Evaluation instrument in preparation for the principalship. The goal of this research was to inform and design a professional development program which successfully transitions assistant principals into the role of principal within this school district. [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.]
ED551363
Executive Leadership: Preparation Is Paramount to Success
ProQuest LLC
Ed.D. Dissertation, Wingate University
2012-00-00
978-1-2677-7566-5
107
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545346
2015
As Provided
JAN2020
No
Instructional Design
Standards
Scoring Rubrics
Educational Quality
Online Systems
Electronic Learning
Classification
Educational Technology
Online Courses
Technological Advancement
Guidelines
Course Evaluation
Technological Literacy
Benchmarking
Quality Assurance
Regression (Statistics)
Correlation
Predictor Variables
Measures (Individuals)
Alignment (Education)
Educational Policy
Teacher Competencies
Bose, Eric V.
Dissertations/Theses - Doctoral Dissertations
English
This study sought to examine and extend the existing knowledge of IBSTPI competencies of instructional design (International Board of Standards for Training, Performance and Instruction, 2000), the instructional rubric standard expectations of Quality Matters (2010), the identified categories of online learning affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004), and job role affordance classifications of e-learning technologies (Bower, 2008). With increased demand for, and offerings of, online education, technological abilities (affordances) available to learners within online learning environments have evolved. However, while IBSTPI instructional design competencies and Quality Matters Rubric standards provide guidelines for the design and evaluation of course design elements, they do not explicitly address technological affordances. The demand and integration of newer technologies into online learning environments requires an evaluation and evolution of the competencies that guide instructional designers, and the standards that measure online course quality. A Spearman's rho rank correlation research design measured the relationship between instructional competencies, quality standards, and the affordances of online learning. Upon identification of significantly correlated relationships, ordinal logistic regression analysis was employed to determine whether a specific threshold of the independent variable had a particularly strong effect on the dependent variable. Data analysis revealed that significant relationships exist between instructional competencies and technological affordances. In addition, significant relationships exist between quality standard measures and technological affordances of online learning. [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.]
ED551364
IBSTPI, Quality Matters, and Online Learning: What's Right and What Needs Changing?
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4893-2
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548967
2015
As Provided
JAN2020
No
Navigation (Information Systems)
Geographic Information Systems
Systems Approach
Simulation
Path Analysis
Accuracy
Models
Shanklin, Teresa A.
Dissertations/Theses - Doctoral Dissertations
English
Complex navigation (e.g. indoor and outdoor environments) can be studied as a system-of-systems problem. The model is made up of disparate systems that can aid a user in navigating from one location to another, utilizing whatever sensor system or information is available. By using intelligent navigation sensors and techniques (e.g. RFID, Wifi, GPS, embedded sensors on a mobile device, IMU, etc.) and adaptive techniques to switch between them, brings the possibility of an end-to-end navigational multi-agent system-of-systems (MaSoS). Indoor location-based applications have a broad appeal for development in navigation, robotics, gaming, asset tracking, networking, and more. GPS technologies have been successfully leveraged for outdoor navigation, but often lose effectiveness indoors due to a more constrained environment, possible loss of signal, lack of elevation information and need for better accuracy. Increasingly complex problems in navigation allow for the development of a framework for a system-of-systems. Individual systems contain distributed and heterogeneous components that are disparate in nature. Multiple prototypes and a framework for a multi-agent system-of-systems are presented. The purpose of the model is to overcome the limitations of a single technology navigation system. The system creates a classic system-of-systems utilizing existing and developing localization services. The system provides point-to-point path planning and navigation regardless of the transportation medium, location of the user or current environment. [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.]
ED551366
An Agent-Based Model for Navigation Simulation in a Heterogeneous Environment
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7633-4
266
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545404
2015
As Provided
JAN2020
No
Teacher Attitudes
Administrator Attitudes
Elementary School Teachers
Principals
Qualitative Research
Correlation
Instructional Leadership
Teaching Methods
Phenomenology
Interviews
Focus Groups
Assistant Principals
Trend Analysis
Faculty Development
Feedback (Response)
Educational Resources
Breaux, Monica LeBlanc
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Elementary school principals today are expected to be instructional leaders of their schools all day, every day. As the instructional leader, they provide direction and exercise influence on teachers and other professional staff members in their buildings at all times. This qualitative study focused on the perceptions of teachers and principals on the instructional behavior exhibited by the principal. Using a phenomenological research design with purposeful sampling, the researcher conducted interviews and focus group interviews with four principals, two assistant principals, two master teachers, and five teachers from four schools in teacher focus groups to identify the perceptions of principals, teachers, and assistant principals and/or master teachers in schools on the instructional behaviors exhibited by their principals in their schools. Common themes and trends were identified by the individual four schools containing different administrative team members and then by the groups participating in this research study which included principals, assistant principals and master teachers, and teacher focus groups. Four common themes emerged from the research: (a) instructional support given to teachers, (b) professional development provided for teachers, (c) feedback given to teachers, and (d) resources provided for teachers categorized the different instructional behaviors exhibited by the principal and identified by the participants. The researcher found that there were more differences than similarities in the perceptions of principals and teachers on the instructional behaviors exhibited by principals in all schools, regardless of the different administrative team members present in the school. [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.]
ED551367
Teachers' Perceptions of Principals' Influence on Instructional Behaviors
ProQuest LLC
Ed.D. Dissertation, Southeastern Louisiana University
2012-00-00
978-1-2677-7645-7
252
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545416
2015
As Provided
JAN2020
No
Foreign Countries
Academically Gifted
Secondary School Students
Self Efficacy
Reliability
Validity
Prediction
Factor Analysis
Gender Differences
Structural Equation Models
Comparative Analysis
Evidence
Problem Solving
Student Motivation
Measures (Individuals)
Educational Quality
Classroom Environment
Yang, Yang
Dissertations/Theses - Doctoral Dissertations
China
China
English
Secondary Education
High Schools
Investigating students' perceptions of their classroom environment is one of the ways researchers and educators can effectively determine what factors may benefit students' learning. Student Perceptions of Classroom Quality (SPOCQ; Gentry & Owen, 2004) was used with a group of Chinese gifted and general secondary students in the study. SPOCQ measures students' perceived appeal, challenge, choice, meaningfulness, and academic self-efficacy in their classes, five factors closely related to students' motivation and learning. The purpose of this study was threefold: to investigate if the Chinese version of the SPOCQ instrument (SPOCQ-C) yields reliable and valid data when used with gifted and general Chinese students at the secondary level; to determine what motivational factors as measured by the SPOCQ-C instrument contribute to predicting the mathematics achievement of secondary students in China; and to investigate differences in the perceptions of gifted and general students, and male and female students. Participants included 486 gifted students and 580 general students from two secondary schools in China. Internal consistency reliability estimates and confirmatory factor analyses revealed that SPOCQ-C consisted of five factors measured by 34 items, the same as its original version. Although the sample could hardly represent the whole population of Chinese secondary students, it was heterogeneous in that it included students from two cities located in mid and south China, and gifted students who were enrolled in regular classes and in self-contained classes. Results of this study provided preliminary evidence in using the instrument with heterogeneous Chinese students at the secondary level. Structural equation modeling approaches were used to examine the causal relationships between the five factors and students' mathematics achievement. Results demonstrated that within students' Zone of Proximal Development, students' perceived levels of challenge directly predicted their mathematics performance. Students' self-efficacy beliefs not only influenced their learning but also predicted their mathematics achievement. Gifted students tended to have higher achievement in mathematics when they saw connections between what they learned and what they experienced in real life. Measurement invariance testing revealed that items on SPOCQ-C functioned equivalently across gifted and general students, and across male and female students. Further mean comparisons provided evidence that gifted students in mixed-ability classes perceived significantly higher levels of challenge and self-efficacy in mathematics classes than their general peers. Besides higher levels of challenge and self-efficacy, gifted students in self-contained classes perceived their mathematics classes to be as appealing as and have more choices than gifted students in regular classes. [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.]
ED551368
The Relationship between Gifted and General Secondary School Students' Perceptions of the Classroom Quality and Their Mathematics Achievement in China
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7647-1
171
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545417
2015
As Provided
JAN2020
No
Student Diversity
Preservice Teachers
Teacher Competencies
Qualitative Research
Case Studies
Student Teacher Attitudes
Cultural Awareness
Interviews
Socialization
Family Influence
Teaching Methods
Instructional Effectiveness
Group Discussion
Reflection
Writing (Composition)
Self Concept
Jester, Michellana Yolanda
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
As the proportion of children from culturally diverse backgrounds in the nation's schools increases, the teacher workforce is projected to remain overwhelmingly White, monolingual, and female. These differences are believed to have fostered a cultural mismatch, where teachers are challenged in their ability to meaningfully connect with their culturally diverse students. To narrow the gap in teachers' and students' understanding of each other, diversity instruction has been incorporated into teacher-preparation programs. However, even after participating in the best diversity programs, preservice teachers often feel uncomfortable or underprepared to work with students from culturally diverse backgrounds. This qualitative research case study examined the perspectives of 12 preservice teachers in a reflectively designed, graduate-level, semester-long diversity course to understand the ways in which they perceived themselves as prepared to engage with culturally diverse student populations. Multiple data sources, including in-depth interviews and a review of preservice teacher artifacts, were collected and analyzed. The findings indicated that (a) family socialization had the greatest influence on participants' understanding of diversity, (b) diversity instruction equipped participants with the technical knowledge of teaching and the foundational knowledge of diversity, (c) multiple forums for in-class discussions and reflective writing were the most helpful in participants' learning about diversity, (d) how participants understood themselves was the most significant change to occur as a result of their participation in the diversity course, and (e) an increased self-awareness following the diversity course helped participants apply or advance their diversity knowledge. The implications of this study include the need for diversity instruction that is infused into all aspects of the teacher instructional program and reflective instruction that challenges preservice teachers to examine their beliefs and assumptions about issues of diversity. The findings from this study are applicable to any organization committed to addressing issues of diversity. By providing the tools and forums that can instill reflective practice and develop self-awareness, organizations can assist individuals develop their willingness, ability, and capacity to engage and work effectively across cultural boundaries. [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.]
ED551369
When and Where I Enter: A Case Study of Preservice Teachers Preparing to Teach in Culturally Diverse Educational Settings
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677--82885
279
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545639
2015
As Provided
JAN2020
No
Foreign Countries
Expertise
Self Management
Diabetes
Program Effectiveness
Delivery Systems
Health Services
Comparative Analysis
Health Education
Demography
Health Behavior
Knowledge Level
Models
Semi Structured Interviews
Statistical Analysis
Qualitative Research
Case Studies
Scoring Rubrics
Educational Background
Dietetics
Exercise
Stress Management
Reyes Paulino, Lisette G.
Dissertations/Theses - Doctoral Dissertations
Dominican Republic
Dominican Republic
English
An epidemic such as diabetes is an extremely complex public health, economic and social problem that is difficult to solve through medical expertise alone. Evidence-based models for improving healthcare delivery systems advocate educating patients to become more active participants in their own care. This shift demands preparing chronically ill patients with the competencies of avid lifelong learners who can harness their experiences living with the disease to develop everyday expertise in its self-management. No prior research to date has endeavored to study and support patient everyday expertise development from the learning and human performance systems design field. Moreover, studies of everyday expertise development in the self-management of diabetes by patients in the Dominican Republic are unknown. This exploratory and descriptive study examined patients with varying levels of expertise in order to: 1) Compare them in terms of demographics, health information and behaviors, and depth of knowledge to solve self-management problems, 2) Identify patterns that differentiate them in reference to three major observational learning concepts: live, verbal and symbolic modeling. Participants were 20 diabetic patients participating in a community-based diabetic education program. Data were collected through a semi-structured scenario-based interview that leveraged cognitive probing as a knowledge elicitation method. Analysis of the data involved both quantitative and qualitative approaches and the use of rubrics and multi-case study comparison. Results revealed that everyday expertise development level was associated with patient educational background and years since diagnosis. In terms of health behaviors, the more expert group reported visiting the doctor and measuring their blood glucose levels more frequently. Among diet, exercise and stress, exercise represented the most difficult self-management task for the less expert group to manage on a daily basis but not for the more experts. The more expert group applied significantly higher instances of deeper knowledge across self-management scenarios but was similar to the less expert group in the application of surface knowledge. As for observational learning patterns the former group had access to learn from live models, reacted differently to verbal instructions from doctors, and were more purposeful about consuming health information through media and other sources of symbolic modeling. A major contribution of this research with practical applications in this context consists of a set of ecologically based learning and performance support guidelines for facilitating everyday expertise development. Conclusion, implications for a wide range of stakeholders, limitations and future research are also discussed. [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.]
ED551370
Everyday Expertise in Self-Management of Diabetes in the Dominican Republic: Implications for Learning and Performance Support Systems Design
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7582-5
210
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545361
2015
As Provided
JAN2020
No
Adult Students
Quasiexperimental Design
Action Research
College Faculty
Discipline Policy
Student Behavior
Behavior Problems
School Policy
Empathy
Student Attitudes
Intervention
Sanctions
Behavior Modification
Questionnaires
Statistical Analysis
Program Effectiveness
Comprehension
Attitude Change
Recidivism
Braddix, D'Andre Cortez
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
As adult students constitute nearly half of all undergraduates in the United States, college practitioners need to identify effective disciplinary strategies for this population when violations of institutional rules and regulations occur. The purpose of this quasi-experimental, action research study was to modify the student conduct process for adult students referred to State University's Student Conduct & Community Standards in order to improve the desired learning outcomes: increased awareness of institutional policies, improved ability to understand the impact misconduct has on the campus community, enhanced ability to empathize with the other party involved in the incident, better understanding of the short-term and long-term consequences associated with student misconduct, and reduced likelihood of future recidivism. Multi-dimensional behavioral interventions (i.e., active and passive sanctions) were identified as a potential disciplinary strategy for adult students. To determine how adult students responded to multidimensional behavioral interventions and how effective this sanctioning approach was in increasing learning outcomes within this population, student questionnaires and seven-month recidivism data were utilized. Results, derived from a one-way ANOVA with a 0.05 significance level, confirmed that adult students who received multi-dimensional behavioral interventions exhibited significantly more observable intrinsic gains than students who received only active or passive sanctions: they viewed the conduct process more positively, better understood the views of others, better understood their responsibilities as members of the campus community, expressed more willingness to take responsibility for their actions, and were less likely to exhibit recidivistic behavior. [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.]
ED551372
The Impact of Multi-Dimensional Behavioral Interventions in Student Conduct Processes: Achieving Increased Learning Outcomes in Adult Student Populations
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-4894-9
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548968
2015
As Provided
JAN2020
No
Educational Technology
Technology Uses in Education
Academic Achievement
Correlation
Elementary School Students
Comparative Analysis
Urban Schools
Suburban Schools
Rural Schools
Rural Urban Differences
School Size
Advantaged
Disadvantaged Schools
Young, Larry Douglas, Jr.
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana Statewide Testing for Educ Progress Plus
Indiana
Indiana Statewide Testing for Educational Progress Plus
English
Elementary Education
Grade 3
Grade 4
Grade 5
This study provides an overview of the impact of school technology on elementary students in grades three through five attending public schools in Indiana. The investigation focused on the impact of various technologies on student achievement as measured on Indiana Statewide Testing for Educational Progress-Plus (ISTEP+). Various comparisons were made through the research: *Comparisons between urban, suburban, and rural schools. *Comparisons between small, medium, and large schools. *Comparisons between affluent and poor schools. In addition, the impact of the frequency and duration of the use of each educational technology in each of the before mentioned settings was studied. [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.]
ED551373
Impact of School Technology on Student Achievement
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7650-1
106
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545420
2015
As Provided
JAN2020
No
Technology Integration
Secondary School Teachers
Secondary School Students
Web 2.0 Technologies
Phenomenology
Interviews
Access to Computers
Disadvantaged
Qualitative Research
Computer Interfaces
Faculty Development
Educational Technology
Correlation
Technology Uses in Education
Technological Literacy
Pedagogical Content Knowledge
Boksz, Barbara A.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
This study examined the process teachers used to change their pedagogy to deliver effective instruction using Web 2.0 tools. A phenomenological approach examined the "lived experiences" of seven secondary teachers through in-depth interviews giving this study an in-depth qualitative analysis of teachers and technology. The widening digital divide between teachers and students causes a barrier for educators trying to reach their students. Students are raised with pervasive technology, while teachers are using Web 2.0 tools on a personal basis, but may not yet be successful in adapting their pedagogy to effectively use the tools for instruction. The ease of use and user friendly interface of Web 2.0 tools makes them a possible catalyst to help teachers change their pedagogy. Past teacher professional development focused on providing teachers with the technical knowledge to bridge the gap, but has fallen short of causing the paradigm shift needed to change pedagogy to use current tools effectively. The Technological Pedagogical and Content Knowledge (TPACK) framework has been used in professional development and proven to lead to an effective change in teachers' pedagogy. Most current research has examined both the TPACK framework and Web 2.0 tools, but few researchers have looked at the teacher perspective on the issue. The findings of this study indicated the types of Web 2.0 tools and how they are being utilized, the reasons why teachers are using the tools for instruction, and the technological factors influencing their use. Lastly, the impact their TPACK had on their success in adapting pedagogy points to the need for support either through professional development or support from colleagues. The "lived experiences" of the teachers provided implications for professional development assisting in making the change process easier for teachers, administrators, and students. This study provided an in-depth look at the relationship between in-service teachers, their TPACK, and how it relates to educational technology. In addition, this study demonstrated the rigorousness of phenomenology as a primary research method for educational technology. [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.]
ED551374
An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Research Study
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-7675-4
215
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545427
2015
As Provided
JAN2020
No
Teacher Student Relationship
Educational Technology
Access to Computers
Qualitative Research
Interviews
Technology Uses in Education
School Districts
Teacher Attitudes
Classroom Environment
Tulbert, Carrie Ann
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Many educators believe that the act of building relationships is the core of learning. When technology is integrated into every classroom, do relationships improve or disintegrate among the key stakeholders in an educational environment? The purpose of this study is to determine the extent to which technology in a 1:1 school district can alter relationships between teacher and teacher as well as between student and teacher. No conclusions are made about all the classrooms involved in a 1:1 initiative, but by describing the effects as perceived by the direct candidates who participated in the interviews, this study aims to inform discussions around one of the aspects of a digital learning environment. This is a qualitative study analyzed through the interviews of teachers who are immersed in a 1:1 initiative in the Mooresville Graded School District in the suburb of Mooresville, North Carolina. [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.]
ED551375
The Heart of a 1:1 Classroom
ProQuest LLC
Ed.D. Dissertation, Wingate University
2012-00-00
978-1-2677-7589-4
130
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545367
2015
As Provided
JAN2020
No
Program Evaluation
Communities of Practice
Educational Legislation
Federal Legislation
Small Schools
Rural Schools
Federal Programs
Educational Indicators
Educational Change
Academic Achievement
Achievement Gains
Surveys
Statistical Distributions
Predictor Variables
Teacher Collaboration
Institutional Mission
Goal Orientation
Educational Objectives
Teacher Administrator Relationship
School Administration
Sustainability
Qualitative Research
Statistical Analysis
Interviews
Lloyd, Tracy
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
The No Child Left Behind (NCLB) legislation of 2001 increased the stakes for all schools to increase student achievement by mandating all students meet or exceed state standards by 2014. A small rural school responded 5 years ago to their failure to make adequate yearly progress (AYP) by implementing professional learning communities (PLC) as a school wide reform effort to increase achievement. However, AYP status has not changed. An explanatory mixed methods design was used to discover the implementation steps already taken, the strengths and weaknesses of the program, and what prior efforts to address weaknesses had been attempted. Descriptive statistics calculated from a quantitative survey included the mean, median, mode, standard deviation, and frequency response rates. Five PLC variables of shared mission and vision, collaboration, supportive conditions, shared and supportive leadership, and results oriented were analyzed. Qualitative data were collected in administrative and faculty interviews to provide greater depth to the quantitative results and determine if different program perceptions existed. The results of the study indicated strengths in collaboration and supportive conditions and weaknesses in the development of a shared mission and vision, use of results, and communication. The leadership variable revealed conflicting perceptions between faculty and administration. Six research based recommendations were provided in order to move forward successfully and ensure sustainability. Implications for positive social change include increasing the number of students who meet or exceed standards on the state exam, graduate from school, and enter into higher education institutions. [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.]
ED551376
A Program Evaluation of a Professional Learning Community
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-7678-5
215
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545430
2015
As Provided
JAN2020
No
Secondary School Teachers
Self Efficacy
Teacher Attitudes
Accountability
Performance Based Assessment
Tests
Qualitative Research
Case Studies
Constructivism (Learning)
Report Cards
Interviews
Stress Variables
Trust (Psychology)
Prosocial Behavior
Emotional Response
Gantt, Phyllis Elizabeth Crowley
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Implementation of state and federal high-stakes accountability measures such as end-of-course tests (EoCTs) has contributed to increased teacher stress in the classroom, decreased teacher creativity and autonomy, and reduced effectiveness. Prior research focused primarily on the elementary and middle school levels, so this study sought to examine the perceptions of teachers at the secondary school level. The purpose of this qualitative, single-case study was to examine the perceptions of secondary teachers about the impact of performance-based accountability on their sense of efficacy. Driven by a social constructivist paradigm, the research question focused on the perceptions of 9 secondary teachers about the impact of performance-based accountability. Report card data, average yearly performance data, interview responses, and EoCT data for the 2011-2012 school year were collected. Inductive analysis was used to codify teachers' perceptions, which showed that an increased focus on test data negatively impacted teachers' sense of efficacy. Findings revealed 4 domains regarding teacher experiences: (a) increased stress, (b) increased frustration, (c) growing distrust of the test and the institutions surrounding the test, and (d) loss of respect for their professional judgment in their classrooms. This study calls into question the use of test data to evaluate teacher effectiveness. Findings may contribute to positive social change by informing the current debate on the use of test data in evaluating teachers, and highlighting research indicating that teachers with a greater sense of efficacy may be more effective in the classroom. [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.]
ED551377
Teachers' Perceptions of the Impact of Performance-Based Accountability on Teacher Efficacy
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-7596-2
162
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545373
2015
As Provided
JAN2020
No
English Instruction
Teaching Methods
Reading Strategies
Reader Text Relationship
Aesthetics
Autobiographies
Phenomenology
Audits (Verification)
Reading Instruction
Reflection
Reflective Teaching
Teacher Collaboration
Sams, Brandon L.
Dissertations/Theses - Doctoral Dissertations
English
This text performs reading for teaching in an audit culture. Two teachers, myself and Steven, read the memoir "Hole in My Life" by Jack Gantos and, while reading, recorded our experiences as readers and planned to teach the book to Steven's English class. This study is an inquiry into the phenomenon of "reading to teach," particularly how this mode of reading at once deploys and departs from other modes of reading, such as aesthetic, efferent, and critical postures of engagement. In its anticipation of teaching, this text teaches about how teachers read texts, the aesthetic contours of pedagogy, and how readers and teachers negotiate of inner vision with outer form. I have chosen to write what follows as a kind of memoir that reflects the primary mode of expression offered by the memoir that we read and taught. This research memoir, an elaborated phenomenology, recounts and thinks through what happened as we read, planned, and taught the text. This is also an account of an intellectual, teaching relationship that has taught me much in return about collaboration, what it means to read, and what it means to teach. As Taubman argues (2009), audit cultures in which teachers currently practice minimize opportunities for sustained reflection and thoughtful collaboration. As the time and rhythms of teaching are more externally monitored and controlled through testing and teaching-by-numbers curriculum guides, it becomes difficult to reflect on and practice through ambiguous but vital pedagogical questions. What does it mean to read books in solitude and with others? What responsibilities, possibilities or anxieties does the pedagogical relation offer to (or demand of) reading? How does reflective reading, teaching and research--in the context of friendship--see beyond the limits of audit culture? In what ways are teachers always, already performing these limitations even as they desire to disrupt them? This study raises such questions. I hope that the reader of this text may find it generative of new ways of creating a classroom as a commonplace: a place of common reading occasioned by and leading to deepened understanding of what we can know together. [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.]
ED551379
Reading Acts: An Inquiry into Reading and Teaching
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2677-8075-1
253
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545575
2015
As Provided
JAN2020
No
Music Teachers
Preservice Teacher Education
Secondary Education
Qualitative Research
Teacher Education Curriculum
Teacher Education Programs
Undergraduate Study
Music Education
Teacher Surveys
College Faculty
Teacher Educators
Interviews
Borek, Matthew
Dissertations/Theses - Doctoral Dissertations
Massachusetts
Massachusetts
English
Higher Education
Postsecondary Education
Secondary Education
Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in Massachusetts, the processes involved in determining those curricula and the consequences of selecting certain music education content over others. Degree requirements and course descriptions were analyzed across all undergraduate music teacher preparation programs. In addition, a survey was administered to music and education faculty in all programs and members of five institutions participated in interviews. The explicit curriculum in most music teacher preparation programs emphasized the knowledge and skills of performance, specifically the performance of Western art music, as well as the isolation of music content knowledge from pedagogical knowledge. The implicit message delivered by the explicit curriculum was that advanced musical study was intended for the few, and that popular music, world music, and other genres that deviated from the western art music tradition (i.e. - the null curriculum) were of less value. Using Bernstein's and Young's theories from the sociology of knowledge, Goodson's theory of the status and evolution of school subjects, and Siskin's and Ball and Lacey's work in the culture of secondary school subjects as the theoretical framework, the position of music education was explained as a conflicted content area that demonstrated traits of both high- and low-status subjects. Music education's geographic isolation from general education faculty was magnified by the conflicting views that music educators held when compared with their music performance counterparts. The knowledge boundaries of music content had been defended for centuries, and music education's attempt to redefine what counts as valid music and music education knowledge was met with resistance from those who benefited from the familiarity offered by the conservatory-style model of postsecondary musical study. One outlier was identified, a program whose performance emphasis was not based on western art music. Tradition and reform proved to be challenging dual goals for music educators. [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.]
ED551380
An Analysis of the Selection and Distribution of Knowledge in Massachusetts Music Teacher Preparation Programs: The Song Remains the Same
ProQuest LLC
Ph.D. Dissertation, Boston College
2012-00-00
978-1-2678-4410-1
268
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548714
2015
As Provided
JAN2020
No
Item Banks
Computer Assisted Testing
Adaptive Testing
Test Items
Design
Zhou, Xuechun
Dissertations/Theses - Doctoral Dissertations
English
Current CAT applications consist of predominantly dichotomous items, and CATs with polytomously scored items are limited. To ascertain the best approach to polytomous CAT, a significant amount of research has been conducted on item selection, ability estimation, and impact of termination rules based on polytomous IRT models. Few studies investigated the optimal pool characteristics for polytomous CAT implementation. Using the generalized partial credit model (GPCM) (Muraki, 1992), this study aims to identify an optimal item pool design for tests with polytomous items by extending the p-optimality method (Reckase, 2007). The extension includes the definition of atheta-bin to describe polytomous items succinctly for pool design, and item generation strategy using constrained nonlinear optimization method. Optimal item pools are generated using CAT simulations with and without practical constraints. The item pool characteristics under each condition are summarized and their performance is evaluated against an extended operational item pool. The results indicated that the practical constraints of the a-stratified exposure control and content balancing do not affect pool size to a large extent. However, the a-stratified control affects the pool characteristics greatly: the items included in the simulated pools with the control have larger a-parameter and provide higher maximum information on average. On the other hand, the content balancing applied in this study has little impact on pool design. The evaluation results of the pool performance are closely related to the pool characteristics. When the a-stratified exposure control applied, the consistent results include: 1) the average test information is lower than that without the constraint; 2) RMSE is higher and the correlation between the true and estimated abilities is lower; 3) the percentage of the correct classification for the highest achievement level is lower. However, for all the simulated optimal pools, while the test information is consistently above the target level 10.0, it is concluded that the a-stratified method resulted in an efficient use of less discriminative items with small decreases in measurement precision. With regard to the item pool usage, the percentage of items that are fully used, well used, rarely used, and never used are quite comparable for the pools designed with constraints. However, compared with the extended operational pool, when the a-stratified method applied, the conditional test overlap rate of the simulated pools is consistently lower. For the pool blueprint, because the normal ability distribution is assumed, more items are included in the middle of the ability scale for all simulated optimal pools. The distributions of the a- and b- parameters are similar under all conditions. When the a-stratified method applied, there are fewer items in the first stratum and the number of items in the second and third stratum is nearly identical. In addition, with the content balancing control, the number of items in the first content area is slightly less than the second one. [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.]
ED551381
Designing P-Optimal Item Pools in Computerized Adaptive Tests with Polytomous Items
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-4484-2
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548769
2015
As Provided
JAN2020
No
Semantics
Young Adults
Older Adults
Task Analysis
Vocabulary
Stimuli
Word Frequency
Concept Formation
Linguistic Theory
Age Differences
Psycholinguistics
Lamb, Katherine M.
Dissertations/Theses - Doctoral Dissertations
English
Lexical access is the process in which basic components of meaning in language, the lexical entries (words) are activated. This activation is based on the organization and representational structure of the lexical entries. Semantic features of words, which are the prominent semantic characteristics of a word concept, provide important information because they mediate semantic access to words. An experiment was conducted to examine the importance of semantic feature distinctiveness and feature frequency in accessing the lexical representations of young and older adults in an off-line task using features of animals. The McRae, Cree, Seidenberg, and McNorgan (2005) feature norm corpus is the basis for the selection of stimuli for the current research project. Semantic features were utilized to explore the structure of the lexicon. Stimuli varied in feature distinctiveness based on the study by McRae, et al. (2005) in 3 broad stimulus groups: Distinctive (D), Low Frequency Non-Distinctive (LFND), and Non-Distinctive High Frequency (NDHF). Participants were asked to list all of the concepts that came to mind for a given feature in an untimed task. Distinctiveness was examined between stimulus groups for the number of concepts and variety of first concepts given to the presented feature. It was found that fewer concepts were given and there was less variety in first concepts given for the distinctive features and the most concepts and greater variety of first concepts were given for the high-frequency non-distinctive features. Distinctiveness appears to vary along a continuum, supporting theories of lexical access based on activation and competition between concept words. Additionally, participant age groups were compared for the number of concepts given and the variety of first concepts given. The older adult group produced more concepts and more variety of first concepts than the younger group, in all three feature categories. These results indicate that greater (lifetime) language experience of the participants in the older group was reflected in their performance. A continued interest in semantic features is important to our understanding of the influence of features on the retrieval of semantic concepts and the changes in those retrieval processes over the lifespan. [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.]
ED551382
Semantic Feature Distinctiveness and Frequency
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-4392-0
64
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548711
2015
As Provided
JAN2020
No
Community Colleges
Urban Schools
Correlation
Learner Engagement
Student Participation
Academic Achievement
Computer Mediated Communication
Social Networks
Electronic Publishing
Web Sites
Constructivism (Learning)
Learning Theories
Grades (Scholastic)
Quasiexperimental Design
Control Groups
Experimental Groups
Student Surveys
Predictor Variables
Multiple Regression Analysis
Statistical Significance
Pretests Posttests
Two Year College Students
Electronic Learning
Online Courses
Hirsh, Orit S.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Student success in online learning is strongly affected by the learner's social presence. There is evidence that not all students benefit from the online learning environment, as it limits social interaction between the students. The purpose of this study was to examine the impact of Twitter, a social network application, on online class engagement. The guiding theories of this study were the constructivist and connectivist theories. The research question examined the effect of Twitter usage on academic performance, as measured by course grade, and engagement level. This quasi-experimental posttest design study used a convenience sample of 116 students at an urban community college. The treatment group (n = 44) and comparison group (n = 72) students were enrolled in an online classroom. The treatment group also integrated the non-formal use of Twitter. The survey data were analyzed using multiple linear regression. The main independent variables, quantity of tweets (r = 0.20, p = 0.20) and quality of tweets (r = 0.12 p = 0.43), were not statistically correlated with academic performance. Differences between the groups on academic performance were not statistically significant (t (72.75) = 1.38, p = 0.17). However, students in the treatment group who self-reported that the tweets increased their level of engagement, also self-reported a higher final grade average (M = 88.18, SD = 9.405). Implications for positive social change include information that can be used to inform instructors for creating an ungraded, informal environment which will make their online classes more engaging, increase the dialogue between the students and the instructor, and ultimately improve the learners' success in online classes. [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.]
ED551383
The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-8167-3
277
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545578
2015
As Provided
JAN2020
No
High Schools
Secondary School Teachers
Foreign Countries
Educational Policy
Educational Technology
Mixed Methods Research
Questionnaires
Teacher Surveys
Principals
Observation
Technology Integration
Technology Uses in Education
Teacher Competencies
Interviews
Boer, Perien Joniell
Dissertations/Theses - Doctoral Dissertations
Namibia
Namibia
English
High Schools
Secondary Education
The purpose of this study was to explore how Namibian high school teachers experienced the ICT policy for education in their schools. This mixed methods sequential explanatory design consists of two distinct phases: quantitative followed by qualitative (Creswell & Plano Clark, 2011). Quantitative data collection involved the distribution and collecting of questionnaires across the country and to all high schools. A total of 40% of the high school teachers responded to the survey. Qualitative data included purposeful sample interviews with eight high school teachers and their principals and classroom observations of these teachers. Results reveal that teachers are at an early developmental stage of technology use. Moreover, teachers' use of technology for teaching and learning reflect a rudimentary understanding of the overall policy goals. The creation and implementation of the technology policy clearly highlights that teacher's classroom and school context were not taken into account. Data points to limited support to teachers for implementation and lack of institutional readiness. The data findings support the need to develop more cohesiveness between policy and implementation. [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.]
ED551384
Implementation of an Education Technology Policy in Namibia's High Schools: Through the Eyes of the Teacher
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8275-5
226
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545628
2015
As Provided
JAN2020
No
Problem Based Learning
Thinking Skills
Critical Thinking
Qualitative Research
Teaching Methods
Semi Structured Interviews
College Faculty
Teacher Attitudes
Instructional Effectiveness
Malinowski, Robert
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Higher Education
Postsecondary Education
Problem-based learning (PBL) has been embraced by several veterinary colleges as one approach to manage the ever-growing body of knowledge in the profession. The goal is to foster the development of problem-solving and critical thinking skills in students, enabling them to make logical and informed decisions, rather than rely on the rote memorization of facts. PBL comes in many different forms, which causes difficulties with making inferences on student learning and the development of these thinking skills. Moreover, there are a range of possible reasons why and how PBL is implemented i.e. the decision how to implement PBL is dependent on a variety of factors. This qualitative study utilized the concepts of Situated Perspective Theory (Bruce, 1993) and Academic Plans (Stark & Lattuca, 2009) to better understand the contextual, historical, and contingent reasons for the specific manner in which PBL was implemented in the veterinary courses at Michigan State University's College of Veterinary Medicine. Data was collected using semi-structured interviews with instructors that are actively using PBL in their courses. The goal of this study was to develop a rich description of which instructors have integrated PBL into their courses, the specific forms of PBL that were being utilized, and to explore the unique factors in each course that influenced PBL adoption and evolution. This study contributes to the current literature on the use of PBL in veterinary education in specific (and to the application of PBL to professional education, in general) by expanding the manner in which we think about PBL and the contexts of its implementation, thereby informing instructional decision making by instructors and other faculty groups working in institutions of higher education. The results of this study indicate a high degree of variation in PBL implementation at the College, and the absence of a single, unified approach for using this method. Despite faculty perceptions that it is an effective instructional tool, this study indicated a lack of standardized methods for accurately measuring the true impact of PBL. [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.]
ED551385
Faculty Perceptions of Problem-Based Learning in a Veterinary College
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-3950-3
180
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548476
2015
As Provided
JAN2020
No
African Americans
Females
Women Administrators
College Administration
Spiritual Development
Religious Factors
Religion
Career Development
Leadership Responsibility
Administrator Role
Qualitative Research
Phenomenology
Surveys
Interviews
Focus Groups
Epistemology
Professional Identity
Decision Making
Mentors
Brown McManus, Kecia Chivonne
Dissertations/Theses - Doctoral Dissertations
United States (East)
English
Higher Education
Postsecondary Education
The purpose of this study was to explore, with eleven Black women leaders in higher education, their perception of spirituality and its impact on their career development. A purposive sample of Black women leaders at research-intensive institutions along the Eastern seaboard was examined in order to understand: (1) How do participants define "spirituality"? (2) How do Black women leaders in academia describe their "spirituality and career development journey"? (3) How do they use their spirituality in their respective leadership role(s)? (4) What, if any, is the perceived connection between spirituality and career development? The study utilized an explanatory qualitative study, while privileging a phenomenological orientation. Participants completed a survey, an in-person interview, and participated in a focus group meeting (Sister Circle) that further examined their experiences. A Womanist spirituality epistemology was used to better understand the participants' narratives, juxtaposed with three elements of Social Cognitive Career Theory (SCCT). This epistemological structuring resulted in data that showed dichotomous definitions of spirituality; four common external environmental factors as experienced by the participants; and identification of seven spiritual activities used to impact overt behaviors within the workplace. These data resulted in the inference of seven career-enhancing activities/competencies that these leaders utilized in advancing their careers in academe: (1) "Professional Forecasting," (2) "Professional Maturity," (3) "Political Savviness," (4) "Career Decision-Making," (5) "Mentoring," (6) "Enhanced Work Performance," and (7) "Personal Evidence/Professional Presence." The study concludes with recommendations for future research and practice for college counseling services and similar groups within the helping professions. [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.]
ED551386
We Walk by Faith, Not by Sight: An Inquiry of Spirituality and Career Development of Black Women Leaders in Academe
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8276-2
206
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545629
2015
As Provided
JAN2020
No
First Generation College Students
Two Year College Students
Community Colleges
Learner Engagement
Student Surveys
Statistical Analysis
Multiple Regression Analysis
Social Capital
Predictor Variables
Betancourt, Maria Uriydiche Santiago
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Student engagement is a term that is loosely used throughout education and it is defined differently in the various stages of education. This study sought to find factors that predict student engagement for first-generation community college students using secondary data from the Community College Survey of Student Engagement (CCSSE). Using the two components of student engagement established by Kuh et al. (2005) and the definition of social capital by Portes (1998), data was analyzed using hierarchical multiple regression in four blocks to determine which independent variable positively contributes to first-generation college student engagement. This study defined engagement by using two of the five CCSSE benchmarks of student engagement: college support for learners and student-faculty interaction. The sample used for this study included students who participated in the 2008 CCSSE Cohort and indicated that the highest level of education received by their mother or father was high school diploma or GED. The expected results of this study revealed that background characteristics, the quality of on-campus relationships, and use of student services positively predict the engagement of first-generation community college student. On the other hand, this study has revealed that support from family contributes less than the support of friends in the engagement of first-generation community college students. This unanticipated result warrants further studies on the contribution of family support for first-generation college students. [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.]
ED551387
Predicting the Engagement of First-Generation Community College Students: A Quantitative Study Using CCSSE Data
ProQuest LLC
Ed.D. Dissertation, University of California, Irvine
2012-00-00
978-1-2678-1562-0
91
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547120
2015
As Provided
JAN2020
No
Community Colleges
College Faculty
Teacher Evaluation
Online Courses
Deans
Surveys
Asynchronous Communication
Evaluation Methods
Comparative Analysis
School Size
Best Practices
College Administration
Darling, Douglas Duane
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Policy and procedure haven't kept up with institutional practices at community colleges. With over 5.5 million college students taking online courses, 29% of college students are taking an online course. As student numbers taking online courses have increased, so have the number of faculty teaching online. The purpose of this study is to determine if and how community college, online, faculty are administratively evaluated. The Chief Academic Officer (CAO) of the members of the American Association of Community Colleges were surveyed to determine the factors considered relevant for online, asynchronous, administrative evaluation of faculty that are currently being used by community colleges and to determine the methods by which community college, online faculty are administratively evaluated. The literature review did not identify any research directly related to the administrative evaluation of community college, online faculty. A very limited amount of research on administrative evaluation of faculty was identified, but nearly all were over a decade old. The survey results indicate that a majority of community colleges do not specifically address evaluation of online faculty in policy. The results identify the criteria and methods used to evaluate online faculty and their rated importance. The most common criteria included in the evaluations were identified and their importance ranked by CAO's. The data was analyzed by institutional size based on the Integrated Postsecondary Education Data System (IPEDS) categories and contrasted and compared with the other institutional size categories. A proposed model/method for developing a comprehensive faculty evaluation system based the survey results and best practices from the literature review is presented along with recommendations for further research. [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.]
ED551388
Administrative Evaluation of Online Faculty in Community Colleges
ProQuest LLC
Ph.D. Dissertation, North Dakota State University
2012-00-00
978-1-2677-8208-3
81
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545583
2015
As Provided
JAN2020
No
Associate Degrees
Community Colleges
Teacher Education Programs
Mixed Methods Research
Program Effectiveness
College Graduates
College Transfer Students
Cooperating Teachers
Grade Point Average
Student Surveys
Teacher Surveys
Satisfaction
Student Attitudes
Teacher Attitudes
Success
Stuart, Diana Hyler
Dissertations/Theses - Doctoral Dissertations
Missouri
Missouri
English
Higher Education
Postsecondary Education
Two Year Colleges
Community colleges in the state of Missouri began to offer a two-year degree known as the Associate of Arts in Teaching (AAT) in 2007. Because this was a new degree for the state and only a few other states in the nation offered the degree, community colleges in Missouri were eager to measure the efficacy of the degree. The purpose of this mixed-method study was to determine if AAT graduates from this Midwestern community college were successful when they transferred to a four-year institution to continue their education and complete a baccalaureate degree. The participants of this study were AAT completers and the cooperating teachers who hosted them during their clinical field experience. Additional grade point information was provided by the three primary receiving transfer institutions. The independent variable was the completion of an AAT program. The qualitative components were the AAT completers' and cooperating teachers' perceptions collected via mail survey of students in the AAT program. The quantitative dependent variables were the AAT completers' attainment of higher than a 2.5 grade point average on a 4.0 scale after the completion of the first semester of transfer to a baccalaureate institution and the achievement of higher than a 2.5 GPA on a 4.0 scale during the culminating clinical student teaching experience at the baccalaureate institution. The final dependent variable was the rating by both AAT completers and their host teachers on surveys where they rated their satisfaction with AAT preparation based upon the eleven Missouri Standards for Teacher Education Programs (MoSTEP) using a 4-point Likert scale. The investigational methodology utilized was a positive one-sample, one-tail t-test with a confidence interval of 95 percent. The research contained multiple data sets of both qualitative and quantitative data, and all data supported the hypothesis that the AAT had a positive impact on successful transfer of AAT graduates to four-year institutions. Implications from this study suggested that the AAT is a beneficial degree for community colleges to offer, and community colleges in other states could benefit from the data acquired in completion of this study. Partnerships between two and four-year institutions in teacher education have become increasingly more common, and the AAT ensures a standardization of the component of the educational program offered at the community college level. [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.]
ED551389
Evaluation of an Associate of Arts in Teaching Program at a Midwest Community College
ProQuest LLC
Ed.D. Dissertation, Missouri Baptist University
2012-00-00
978-1-2678-2726-5
225
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547744
2015
As Provided
JAN2020
No
English Teachers
Secondary School Teachers
Professional Identity
Knowledge Base for Teaching
Teacher Attitudes
Power Structure
Gender Issues
Discourse Analysis
Feminism
Postmodernism
Qualitative Research
Semi Structured Interviews
Focus Groups
Personal Narratives
Neoliberalism
Accountability
Stanko, Rebecca Louise
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Research on teaching, and research about secondary English teachers in particular, has focused on classroom practice. This focus implicitly devalues knowledges beyond those related to classroom practice, and re/produces a public/private divide in the subjectivities of teachers in which "teacher identity" and "teacher knowledge" are considered discrete entities. In this study, I draw on poststructuralist and feminist poststructuralist theories, relying specifically on notions of power-knowledge, discourse, and performativity (Butler, 1990), to inform a conception of subjectivities and knowledges as contingent, intersecting, and re/produced in tandem. During this qualitative study, six secondary English teachers participated in three individual, semi-structured interviews and one focus group over the course of an academic semester. All participants were members of the same department in a large, northeastern, "urban/suburban" high school under corrective action by the state. I interpreted participants' narratives, derived from interview transcripts and conceptualized as performative re/productions of subjectivities and knowledges, in relation to dominant discourses around teaching and the discipline of English in the school context. One participant, a teacher of several remedial courses, participated in interrelated discourses of neoliberalism, accountability, and merit, through which she re/constructed English as a set of skills necessary for "success," defined in neoliberal terms of individual responsibility, competition, and survival. Two participants, teachers of honors-level courses, re/constructed English as an intellectually elevated pursuit and re/produced autonomous, stoic, hegemonic masculinities through which they positioned themselves as isolated from accountability practices and the feminized histories of teaching and English. Participants' negotiations of subject positions effected costs--psychic and material consequences--including vulnerability, alienation, silencing, and mis/recognition. While participants' narratives re/produced power and gender hierarchies, specifically in relation to teaching and English, their narratives suggest possibilities for subverting such hierarchical norms by engaging teachers in reflexive and autobiographical work that considers subjectivities and knowledges to be fluid, shifting, and partial. The narratives generated for this study raise new questions about the ways in which teachers' subjectivities and knowledge are regulated with/in and by the discourses around the particular academic disciplines and courses they teach, and what assumptions about youth, teachers, and knowledge are embedded in those discursive contexts. [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.]
ED551390
Histories of Discipline: The Performative Re/Productions of Subjectivities of Secondary English Teachers
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8325-7
324
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545655
2015
As Provided
JAN2020
No
First Generation College Students
African American Students
Minority Group Students
Community Colleges
Mixed Methods Research
College Bound Students
Student Attitudes
Disproportionate Representation
Access to Education
Social Capital
Barriers
College Applicants
Scolari, Laurie Ann
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Secondary Education
High Schools
For first-generation students of color, the transition from high school to the community college can be a difficult one. This study explored how high schools and community colleges can work in partnership to improve the transition for first-gen students of color. A mixed-methods analysis aimed to first discern high school students' perceptions before their transition to college, while the secondary qualitative phase uncovered community college students' perceptions after their transition from high school to college. Findings describe portraits of students at four "loss points," that is, missed opportunities where many underrepresented students are lost to the system of higher education. An integration of quantitative and qualitative findings demonstrated that the first-gen underrepresented students do not have the same access to home- or school-based cultural capital with respect to crucial details and support to make the transition to college, even as compared to their first-gen White and Asian counterparts. Additionally, the high schools are promoting four-year institutions over community colleges, despite that the largest majority of first-gen students of color cannot access four-year colleges. Recommendations outline ways in which high schools and community colleges can best collaborate to shift this inequity by forming strategic partnerships, making data-driving decisions, engaging all students in the community college application process, and encouraging priority enrollment at community colleges for local students. [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.]
ED551391
First-Generation Students of Color: Easing Their Transition to Community College
ProQuest LLC
Ed.D. Dissertation, San Francisco State University
2012-00-00
978-1-2677-8212-0
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545586
2015
As Provided
JAN2020
No
African American Students
Home Schooling
Parent Attitudes
Racial Factors
Religious Factors
Teacher Expectations of Students
Nontraditional Education
Longitudinal Studies
Sherman, Sheila L.
Dissertations/Theses - Doctoral Dissertations
English
Homeschooling is not an aberration but a phenomenon which many scholars believe to be associated with the most idiosyncratic individuals. As unconventional as this educational method may appear, the practice of educating children at home is one alternative to charter, public, private, or parochial school that has increased in its appeal in the African American community. To date, there are no large-scale longitudinal, empirical, or qualitative studies about the thousands of African American homeschoolers. The study by Fields-Smith & Williams (2009), found race, religion and home-school interactions as reasons for electing homeschooling. According to African American parents in this study, race, religion, culture, and teacher's low expectations are the most common reasons for opting to homeschool. [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.]
ED551392
Case Studies: African American Homeschoolers: Who Are They and Why Do They Opt to Homeschool?
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2677-8213-7
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545587
2015
As Provided
JAN2020
No
Calculus
Mathematics Education
Constructivism (Learning)
Mathematical Concepts
Engineering Education
Science Education
Computer Science Education
Business Administration Education
College Mathematics
Lawrence, Barbara Ann
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study is to present some of the classical concepts, definitions, and theorems of calculus from the constructivists' point of view in the spirit of the philosophies of L.E.J. Brouwer and Errett Bishop. This presentation will compare the classical statements to the constructivized statements. The method focuses on giving numerical meaning to some of the classical calculus statements such as functions, limits, continuity, derivatives, Definite Integral, and The Fundamental Theorem of calculus. The process is referred to as constructivizing calculus statements. The advantage of this process is giving calculus rigor and a more realistic meaning rather than an idealistic meaning. In addition, the calculus becomes more accessible to students in engineering, the sciences, computer technology, and business. Because students in these fields use calculus as a tool, the constructive calculus course meet their needs. [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.]
ED551393
Constructivized Calculus in College Mathematics
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8292-2
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545641
2015
As Provided
JAN2020
No
Learning Disabilities
Coping
Student Adjustment
Participant Observation
Interviews
Student Experience
Teacher Attitudes
Principals
Administrator Attitudes
Counselor Attitudes
Barriers
Social Influences
Interpersonal Relationship
Bullying
Interaction
Withdrawal (Psychology)
Problem Solving
Comparative Analysis
Ethnography
Mazher, Waseem
Dissertations/Theses - Doctoral Dissertations
English
How students labeled as learning disabled (LD) cope with standardization in their schools is mostly a mystery, as is the broader question of how such persons adapt throughout their lives. Participant observation research methodology involved daily observing and interviewing labeled students (6 boys and 4 girls) over nearly one whole academic year about their academic and social experiences in school. School adults (their teachers, principals, and guidance counselor) were also interviewed. Findings are that about two-thirds of the obstacles the labeled students faced were negative academic experiences (e.g., teachers ignoring their learning needs, overly difficult curricular content, boring tasks, and vague directions on assignments from teachers). The other one-third of the obstacles came mainly from negative social experiences: peers and teachers ignoring and bullying them. The teachers and peers only relatively scarcely interacted positively (e.g., tutored them, showed affection, and accepted help). Merely a handful of positive obstacles were identified (i.e., facing challenging, but doable, gratifying academic experiences). The overall frequency of coping students used was withdrawal coping (disengaging) the most, then problem-focused coping, and then rationalization. Better students used problem-focused coping the most, withdrawal, and then rationalization coping. Weaker students used withdrawal the most, problem-focused coping, and then rationalization. Better students used more problem-focused than withdrawal coping and vice versa was the case among the weaker students. Better students used more mature coping mechanisms (e.g., sublimation and humor) and immature mechanisms more harmlessly than weaker students, who used more immature coping mechanisms (e.g., rationalization, acting out, and self-blame) more harmfully. Between the two groups of better and weaker students, the better students were comparatively better in their coping in the social domain than the academic one of school life. The LD program controlled the labeled students rather than provide them with tailored instruction and emotional support. The labeled students led lonely, abused lives--being mostly ignored and bullied or punished by their peers and their teachers. The ultimate necessity of incorporating the burgeoning response to intervention (RTI) system of tiered instruction is suggested as a way of providing specialized, intensive instruction to students labeled as disabled to help them cope better. The study also concludes that interrogating disablism as a material, bodily experience of oppression is needed to explore and adopt different, more inclusive ways of interacting with difference. [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.]
ED551394
Bodies Coping with Standardization: An Ethnography of Children with Learning Disabilities
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8296-0
469
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545644
2015
As Provided
JAN2020
No
Preschool Children
Parents
Reading Instruction
Reading Strategies
At Risk Persons
Pretests Posttests
Measures (Individuals)
Naming
Child Caregivers
Caregiver Training
Intervention
Progress Monitoring
Expressive Language
Receptive Language
Vocabulary Development
Switalski, Sarah O'Neill
Dissertations/Theses - Doctoral Dissertations
Peabody Picture Vocabulary Test
Peabody Picture Vocabulary Test
English
This study examined the additive benefit of parent dialogic reading techniques in older, high-risk preschool children using multiple baseline design across participants, a single subject research design, as was as well as pre-test and post-test measures. Five preschoolers age-eligible to begin kindergarten the following school year participated. The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) and Expressive Vocabulary Test, Second Edition (EVT-2) were administered pre-intervention and post-intervention implementation. Consistent with multiple baseline design, all students received weekly progress monitoring using the Picture Naming (PN) Individual Growth and Development Indicator (IGDI) throughout the entire investigation. Caregivers received in-person video-based training in dialogic reading techniques. They were then directed to implement dialogic reading strategies within their homes when reading with their children a minimum of three times per week for fifteen minutes per session over a six-week intervention period. It was hypothesized that children receiving home-based dialogic reading support would demonstrate greater expressive and receptive vocabulary skills than those participating in preschool program alone. Visual analysis of graphic data within conditions and between adjacent conditions was utilized to analyze the research questions. Results of the study supported the hypotheses but did not confirm them. Children who received home-based dialogic reading support demonstrated expressive and receptive vocabulary skill growth but no abrupt change occurred immediately after introducing the dialogic reading intervention. [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.]
ED551395
An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-8214-4
136
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545588
2015
As Provided
JAN2020
No
Interrater Reliability
Principals
Teacher Evaluation
Observation
Urban Schools
School District Size
Video Technology
Surveys
Evaluation Methods
Elementary Schools
Mazurek, Sharon Ann
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Elementary Education
Teacher observation remains one of the primary data collection methods for analyzing teaching behaviors. States use various evaluation instruments and current trends across the United States show that more states are working to tie teacher evaluation to student performance. The purpose of this study was to determine to what extent there was interrater reliability among elementary principals in a large, urban district using the North Carolina Teacher Evaluation Process to rate classroom teachers. Four randomly selected teachers were videotaped while teaching a lesson of their choice. Thirty-nine randomly selected elementary principals rated each teacher and answered eight questions on a survey regarding their ratings. Levels of agreement among raters were calculated using Randolph's kappa coefficient. Recommendations were presented for increasing reliability among principals to create a more equitable evaluation process for all teachers. [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.]
ED551396
Interrater Reliability among Elementary Principals Using the North Carolina Teacher Evaluation Process
ProQuest LLC
Ed.D. Dissertation, Wingate University
2012-00-00
978-1-2677-8297-7
152
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545645
2015
As Provided
JAN2020
No
Teacher Attitudes
Teaching Methods
Visual Aids
Instructional Materials
Skill Development
History Instruction
Experienced Teachers
Professional Development
Teacher Workshops
Educational Theories
Multiple Literacies
Thinking Skills
Pedagogical Content Knowledge
State Standards
Nichols, Daniel Jude
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Visual texts, such as photographs, paintings, film, political cartoons, maps, charts, and graphs are important resources used for a variety of purposes in the history classroom. Aligning instructional use of visual texts to key developmental skills within the area of historical thinking should be a central concern to teachers of historical content. The core of this study centers on intersections between historical understanding and visual texts and the ways in which veteran teachers negotiate these crossroads. The study centers on a professional development workshop series that was held at a small university in upstate New York and the related experiences of three veteran teachers that attended. The central question of the study was: How do teachers define, use and reflect upon their use of visual texts as an instructional source toward the development of their students' historical understanding? Teachers shared their understanding of visual texts as historical resources in light of theoretical models of cognition as well as state and professional standards and assessments. Results of the study indicate that while teachers tend to resist educational theories, they remain open to ideas embedded within those theories--given interpretative explanations and opportunities to, as Dewey has termed, "psychologize" within their own teaching context. Participants indicated visual texts provide increased interest and motivation and allow for a variety of opportunities to differentiate history instruction. Teachers' concerns centered on the development of student understanding of content and context, use of imagination, the incorporation of visual texts to support written and verbal texts, the challenge in developing chronological frameworks, and the facilitation of student analyses of point of view, empathy, and bias. The study concludes with educational implications regarding the use of visual texts toward the development of students' historical thinking skills. Analyses are presented to augment current thinking about pedagogical content knowledge and represent a contribution to the literature connecting visual texts, historical thinking, and multimodal/multiliteracy design. Also discussed are the roles of teachers as theorizers and the potential impact on visual text use toward historical understanding in light of Common Core State Standards. [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.]
ED551397
Visual Texts and Historical Thinking: Teachers' Conceptions, Uses, and Reflections
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8309-7
281
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545648
2015
As Provided
JAN2020
No
Career Change
Nurses
Nursing
Nursing Education
Qualitative Research
College Faculty
Semi Structured Interviews
Evidence
Mentors
Gwin, Teresa
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Registered nurses (RNs) who make the move from a patient-care service setting to an academic teaching environment often go through a transition phase in their first semesters of teaching that is difficult and traumatic. RNs that go on to higher academic degrees often do so in order to teach in schools of nursing. However, graduate work in nursing does not routinely prepare the RN on the basic concepts of teaching adults. The purpose of this qualitative study is to (a) explore the experience of transitioning from service settings to academia for RNs who have 5 years or less of academic teaching experience and (b) propose a project to assist in this transition. The study used transition theory as its theoretical framework. Two guiding questions explored the experience of expert RNs moving from the service of patients to an academic setting and the preparation needed to support this transition. Data analysis was conducted using coding methods, member checking, and cross-referencing to pre-existing data sources from the university. Semi structured face-to-face interviews of 17 eligible faculty were coded for common words and themes. The themes were cross tabulated to 5 years of historical university data in order to build a chain of support for developing evidence. The results of the study interviews revealed four themes: unprepared for the academic setting, a general lack of support from the university, an overall feeling of accomplishment, and a requests for a mentoring program based on level of need. The findings from the interviews guided the project development of a formal mentoring program that supports professionals, who are expert in their field, to transition successfully into academics. Implications for positive social change include increased faculty satisfaction and retention. [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.]
ED551399
The Experiences of Registered Nurses Transitioning from Patient Care Settings to Academia
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-8217-5
166
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545591
2015
As Provided
JAN2020
No
Foreign Countries
Critical Thinking
Thinking Skills
Second Language Learning
Electronic Libraries
Information Seeking
Online Searching
Search Strategies
Models
English (Second Language)
Educational Environment
Quasiexperimental Design
Pretests Posttests
College Freshmen
Majors (Students)
Comparative Analysis
Statistical Analysis
Reading Comprehension
Correlation
Student Attitudes
Control Groups
Experimental Groups
Lu, Hsin-lin
Dissertations/Theses - Doctoral Dissertations
Taiwan
Taiwan
English
Higher Education
Postsecondary Education
As the amount of information available in online digital libraries increases exponentially, questions arise concerning the most productive way to use that information to advance learning. Applying the earlier information seeking theories advocated by Kelly (1963), Taylor (1968), and Belkin (1980) to the digital libraries experience, Carol Kuhlthau created the inquiry-based information search process (ISP) model. This ISP model describes thoughts, actions and feelings in six stages of inquiry: initiation, selection, exploration, formulation, collection, and presentation. This study investigated the value of an organized educational digital library in supporting and improving English Foreign Language (EFL) student's critical thinking skills. The study also considered if critical thinking skills and English language skills can be improved simultaneously in the appropriate learning environment. A quasi-experimental pretest/posttest design was utilized. Participants were 98 Taiwanese freshmen majoring in Applied English. Two groups were compared in their ability to cultivate critical thinking. One approach used traditional open access to information plus training in critical thinking. The other used a structured approach to accessing and organizing information from an online digital library as well as training in critical thinking. A One-Way ANCOVA and an Independent-Samples t-test were used to examine the two groups on their 1) critical thinking skills, 2) English reading comprehension, and 3) attitudes in EFL classrooms. Bivariate correlation was employed to evaluate the relation between critical thinking and English reading comprehension. Results indicated that the experimental digital library group (M = 11.69) significantly outperformed the traditional group (M = 10.61) in critical thinking; F (1, 95) = 4.10, p < 0.05. The digital library group (M = 11.69) also outperformed the traditional group (M = 10.23) on English reading comprehension; F (1, 95) = 14.72, p < 0.05. There was a positive relationship between critical thinking and English reading comprehension (r = 0.212), p < 0.05. Also, students in the digital library group (M = 38.57), had better learning attitudes toward the intervention training program than did the control group (M = 35.59); t (96) = 2.48, p < 0.05. Students who used structured search strategies with digital libraries had higher critical thinking performance and more positive attitudes toward their learning experience. Educators should adopt training strategies that engage learners in every stage of inquiry process, from identifying a topic and selecting what to investigate, to formulating a focused perspective and presenting their final product. Further studies are needed to determine if the benefits of structured search strategies with digital libraries extends to other settings, cultures and grade levels. Collecting and analyzing examples of student projects may provide additional insights into the development of critical thinking skills. [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.]
ED551400
Enriching Critical Thinking and Language Learning with Educational Digital Libraries
ProQuest LLC
Ph.D. Dissertation, University of Kansas
2012-00-00
978-1-2677-8218-2
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545592
2015
As Provided
JAN2020
No
Best Practices
Teaching Methods
Nontraditional Education
Surveys
Educational Practices
Middle Schools
Secondary Education
Public Schools
Comparative Analysis
Demography
Predictor Variables
Instructional Effectiveness
Statistical Analysis
Statistical Significance
Administrators
Teacher Student Ratio
Gender Differences
Educational Attainment
Experience
Credentials
Critical Reading
Questionnaires
Integrated Curriculum
Wammack, Deborah Langston
Dissertations/Theses - Doctoral Dissertations
Arkansas
Arkansas
English
Middle Schools
Secondary Education
Junior High Schools
The purpose of this study was to investigate the frequency of the best teaching practices (Small Group, Reading as Thinking, Representing to Learn, Classroom Workshop, Authentic Experiences, Reflective Assessment, and Integrative Units) and compare the difference between the structures and demographic variables (program size, student-teacher ratio, program location, gender of director, educational degree of director, administrative license status, and years of experience of the director) according to Zemelman, Daniels, and Hyde (2005) within the ALE programs in the state of Arkansas. ALE directors were surveyed using a self-administered questionnaire during January 2011. The results of 108 directors were analyzed to determine the structures' frequency of implementation using means, standard deviations, and ranges. Five separate ANOVAs and two T-Tests were used to compare the effect of the variables to the structures. Directors reported the most utilized structure was Reading as Thinking, and the least utilized was Integrated Units. However, the difference was small and all structures were used occasionally. Directors also reported there was no main effect significant between the structures based upon the variables of program size, location, and director's level of degree. However, directors with higher student-teacher ratios, between 11 and 38 to one, are more likely to report the activities of Authentic Experiences rather than directors with the lower student-teacher ratios between one and five to one. Female directors were more likely than male directors to report the activities of Small Groups, Reading as Thinking, and Representing to Learn. Directors without an administrative license are more likely to report activities of Authentic Experiences than directors holding an administrative license. Directors with seven to twenty years of experience are more likely to report the activities of Reading as Thinking and Representing to Learn rather than directors of experience of one to two years. Directors with three to twenty years of experience are more likely to report the activities of Classroom Workshop rather than directors of experience of one to two years. [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.]
ED551401
A Survey of Best Practices of Instruction for Arkansas Public School Alternative Learning Programs in Grades Seven through Twelve
ProQuest LLC
Ed.D. Dissertation, Arkansas State University
2012-00-00
978-1-2677-8222-9
115
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545594
2015
As Provided
JAN2020
No
Mathematics Instruction
Grade 4
Elementary School Mathematics
Textbooks
Textbook Content
Writing (Composition)
Content Area Writing
Prompting
Coding
Vocabulary
Textbook Evaluation
Student Reaction
Responses
Problem Solving
Content Analysis
Joseph, Christine M.
Dissertations/Theses - Doctoral Dissertations
English
Grade 4
Intermediate Grades
Elementary Education
The purpose of this study was to investigate how writing in mathematics is treated in one 4th grade National Science Foundation (NSF)-funded mathematics textbook titled "Everyday Mathematics" and one publisher-generated textbook titled "enVision MATH." The developed framework provided categories to support each of the research questions. The results indicate that writing is supported in both traditional and NSF developed 4th grade mathematics textbooks. Results also indicated the number of exercises and writing prompts was higher in the "enVision MATH" textbook. However, "Everyday Mathematics" had a higher percentage of exercises that were coded as writing prompts. The framework domains of "content strand" in "enVision MATH" and "Everyday Mathematics" are similar in percentages with the exception of prompts coded in the other category. "Everyday Mathematics" appeared to be the only textbook analyzed to support writing across different content areas. Furthermore, the content strand of "number sense" had the largest percentage of writing prompts coded between both textbook series. Other findings from this study suggest that the type of vocabulary coded within the writing prompts was similar in all categories between both textbook series analyzed. Additionally, vocabulary specific to the domain of mathematics and symbols appeared to have the largest percentage in this category for both textbook series. The teacher and student editions were explored in "enVision MATH" and "Everyday Mathematics" to provide more depth to the research. An exploration of the teacher edition indicated how writing was supported for instructional purposes. The teacher editions in both textbook series had the largest percentage of support in the form of one sample response. Within the "student edition" category, the layout varied in the "enVision MATH" and "Everyday Mathematics" textbook series. As a result, only the language of "Everyday MATH" could be analyzed for patterns in the "sections," "sub-sections," and "additional sub-sections" of where the prompts were located. Although this investigation did not involve analyzing student responses to the writing prompts, the findings provide information regarding the expectations of the writer in order to construct a mathematical response. For example, the "domain specific vocabulary" (DSV) and "symbols" category was rated the highest in percentage for both textbooks indicating that students will need to have command of the language and symbols of mathematics in order to engage in meaning making written discourse. Because most of the math prompts were specific to the "problem solving" category, it was determined after a linguistic analysis that the affordance of the prompt is much more complex than then binary categories of content and process Additionally, in order for students to respond to these content writing prompts, many process words known as "meta-language" (i.e., explanation, description, why question, how question) need to be comprehended in order for composition to begin. In light of these findings, I recommend that special attention be given to the teacher and student editions regarding the implementation of writing in mathematics. The development of these materials has important implications regarding instruction and learning of mathematical concepts through writing, potentially impacting student performance on national and international assessments. [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.]
ED551403
Communication and Academic Vocabulary in Mathematics: A Content Analysis of Prompts Eliciting Written Responses in Two Elementary Mathematics Textbooks
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-2104-1
269
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547434
2015
As Provided
JAN2020
No
Community Colleges
Urban Schools
College Preparation
High Schools
High School Graduates
College Bound Students
Student Attitudes
Program Effectiveness
Self Efficacy
Student Motivation
Case Studies
Qualitative Research
Success
Teacher Student Relationship
Tutoring
School Counseling
Guidance
Transitional Programs
Questionnaires
Interviews
Harper, Debra J.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Two Year Colleges
Higher Education
Postsecondary Education
Secondary Education
High Schools
One program designed to prepare first-generation, low-income, and underrepresented students to transition from high school to college are early college high school programs which allow qualified students to simultaneously obtain high school diplomas and associate's degrees. However, little is known about how students and faculty perceive such programs' strengths, weaknesses, and usefuless. Using self-efficacy and motivation theories as a conceptual framework, this qualitative case study focused on answering this question by exploring the experiences of one group of 15 ECHS graduates and 5 members of their faculty from a school located in Texas. Data sources included an online questionnaire used with 15 graduates of the program and follow-up in-depth interviews with 5 program graduates and 5 teachers. Open, axial, and selective coding were used to triangulate and organize the data into themes and subthemes. The findings revealed (a) success of the graduates involved strong connections with teachers, staff, students, and administrators; (b) resources such as tutoring, counseling, and engaging students are helpful along with guidance for the students while in the program; and (c) teachers' engagement, creativity, trustworthiness, and rigor help cultivate the program. This study facilitates positive social change by providing administrators and educators with knowledge about the key factors in such programs that help students succeed and transition successfully into higher education. [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.]
ED551404
Graduates' and Faculty's Perceptions of an Urban Community College-Based Early College High School Program
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2678-1370-1
219
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547051
2015
As Provided
JAN2020
No
Undergraduate Students
Service Learning
Academic Persistence
Graduation
Predictor Variables
Public Colleges
Research Universities
Regression (Statistics)
Structural Equation Models
Student Characteristics
Longitudinal Studies
College Credits
Grade Point Average
Program Effectiveness
Lockeman, Kelly Smith
Dissertations/Theses - Doctoral Dissertations
United States (Mid Atlantic States)
English
Higher Education
Postsecondary Education
College completion is an issue of great concern in the United States, where only 50% of students who start college as freshmen complete a bachelor's degree at that institution within six years. Researchers have studied a variety of factors to understand their relationship to student persistence. Not surprisingly, student characteristics, particularly their academic background prior to entering college, have a tremendous influence on college success. Colleges and universities have little control over student characteristics unless they screen out lesser qualified students during the admissions process, but selectivity is contrary to the push for increased accessibility for under-served groups. As a result, institutions need to better understand the factors that they can control. High-impact educational practices have been shown to improve retention and persistence through increased student engagement. Service-learning, a pedagogical approach that blends meaningful community service and reflection with course content, is a practice that is increasing in popularity, and it has proven beneficial at increasing student learning and engagement. The purpose of this study was to investigate whether participation in service-learning has any influence in the likelihood of degree completion or time to degree and, secondarily, to compare different methods of analysis to determine whether use of more complex models provides better information or more accurate prediction. The population for this study was a large public urban research institution in the mid-Atlantic region, and the sample was the cohort of students who started as first-time, full-time, bachelor's degree-seeking undergraduates in the fall of 2005. Data included demographic and academic characteristics upon matriculation, as well as financial need and aid, academic major, and progress indicators for each of the first six years of enrollment. Cumulative data were analyzed using logistic regression, and year-to-year data were analyzed using discrete-time survival analysis in a structural equation modeling (SEM) framework. Parameter estimates and odds ratios for the predictors in each model were compared. Some similarities were found in the variables that predict degree completion, but there were also some striking differences. The strongest predictors for degree completion were pre-college academic characteristics and strength of academic progress while in college (credits earned and GPA). When analyzed using logistic regression and cross-sectional data, service-learning participation was not a significant predictor for completion, but it did have an effect on completion time for those students who earned a degree within six years. When analyzed longitudinally using discrete-time survival analysis, however, service-learning participation is strongly predictive of degree completion, particularly when credits are earned in the third, fourth, and sixth years of enrollment. In the survival analysis model, service-learning credits earned were also more significant for predicting degree completion than other credits earned. In terms of data analysis, logistic regression was effective at predicting completion, but survival analysis seems to provide a more robust method for studying specific variables that may vary by time. [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.]
ED551405
The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students
ProQuest LLC
Ph.D. Dissertation, Virginia Commonwealth University
2012-00-00
978-1-2678-2557-5
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547619
2015
As Provided
JAN2020
No
Engineering
Engineering Education
Socioeconomic Status
Low Income
First Generation College Students
Qualitative Research
Personal Narratives
Experience
Phenomenology
Inquiry
Semi Structured Interviews
Informal Education
Student Characteristics
Student Interests
Strutz, Michele Louise
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
"The ability of this nation to provide a growing economy, strong health and human services, and a secure and safe nation depends upon a vibrant, creative, and diverse engineering and science workforce" (Blue, et al., 2005, p.4). To contribute to technological advancements, engage in global collaboration, solve complex problems, encourage a more socially just profession, and respond to the predicted shortage of American engineers, it is necessary for this nation's engineering workforce and university student bodies to be more diverse in its racial, gender, and socioeconomic (SES) representation. The lack of representation in SES is the focus of this research. The purpose of this qualitative study is to give low-SES first-generation students an opportunity to share their stories about the influences that prompted them to choose to study engineering. The research question this study addresses is: "What are the lived experiences that influenced low-SES first-generation students to pursue engineering study?." This study used a phenomenological inquiry approach, purposive criterion sampling, and descriptive and topical coding. Interviews were semi-structured, and consisted of open-ended questions. Transcripts were coded to identify general and unique themes that resulted in four assertions. These low-SES first-generation students were influenced to pursue engineering study by 1) elements of engineering experienced in informal learning settings; 2) their self-identified attributes and interests, and their advanced skills; 3) their understanding of the image of the field of engineering; and 4) STEM-knowledgeable individuals who offered encouragement, support, and perspective. These assertions led me to conclude that low-SES first-generation students who make it to college to study engineering are similar to their higher-SES peers, but low-SES students cannot have any other setbacks besides being low-SES and still be successful in engineering. I also observed that these four assertions seem to be related to forms of capital. All of these participants were eager to spend time sharing their story with me. They expressed appreciation that I cared about the influences that affected their journey to engineering and that I wanted to research their lived experiences. I was honored to act as the phenomenologist in understanding the influences on these students in their pursuit of engineering study. [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.]
ED551408
Influences on Low-SES First-Generation Students' Decision to Pursue Engineering
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7683-9
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545432
2015
As Provided
JAN2020
No
Educational Technology
Grade 4
Academic Achievement
Elementary School Students
Teaching Methods
Technology Uses in Education
Statistical Analysis
Reading Programs
Mathematics Instruction
Reading Instruction
Mathematics Achievement
Reading Achievement
Courseware
State Standards
Hypothesis Testing
Instructional Effectiveness
Standardized Tests
Washington, Tina Marie Oubre
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Grade 4
Intermediate Grades
Elementary Education
The purpose of this study was to examine the effectiveness of the SuccessMaker (SM) program along with teacher instruction and skill development on the academic performance of fourth grade students. School personnel are searching for efficient and effective means for improving instruction and knowledge. Instructional technology can be very beneficial to improving student achievement. With this awareness and the demands to meet Adequate Yearly Progress (AYP), caused by No Child Left Behind, schools and districts have increased the pressure to find instructional technology applications that advance student learning. Fourth grade students from an elementary school in South Carolina who completed the SM program in the 2009-10 school year were studied. Data was gathered from this year. Descriptive statistics and independent samples t-test were utilized to analyze this data. The population consisted of 90 students who were assigned to coursework in the Reader's Workshop (RW) and Math Concepts and Skills (MCS) courseware in SM. Palmetto Assessment of State Standards (PASS), the state-mandated measurement of AYP, was utilized to measure achievement. A quantitative research method with a simple descriptive research design was employed to answer the research questions and test the hypotheses. The first research question focused on time in the program. The second and third questions examined the combined effects of both RW and MCS on achievement scores. Findings indicated that students who maintained the performance level in SM with 65% or higher for reading and 90% or higher for mathematics scored significantly higher on PASS when compared to students who performed 64% or lower and 89% or lower. However, time in the SM program was not effective in showing an increase in PASS test scores.. [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.]
ED551409
A Study of Elementary Students' Use of a Technology Program and Their Performance on a Standardized Test
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3356-3
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548127
2015
As Provided
JAN2020
No
Elementary School Teachers
Preservice Teachers
Scientific Concepts
Qualitative Research
Freehand Drawing
Visual Aids
Science Instruction
Interviews
Elementary School Science
Weller, Jessica Kristine
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Higher Education
Postsecondary Education
This qualitative exploratory study investigated practicing and pre-service elementary teachers' representations of the nature of matter and the ways in which those representations were transformed into teaching representations. Seven practicing elementary teachers from a rural elementary school and five pre-service elementary teachers were asked to draw their personal external representations of a sugar cube, wooden toothpick, liquid water, copper wire and a helium balloon. Next, they were asked to draw their personal external representations of properties of the objects and physical processes they can undergo. Then they were asked to draw their personal external teaching representations or describe other methods they would use to teach elementary students about the nature of matter. Each participant was concurrently interviewed about their representations. Analysis of the data was used to build profiles of each participant. In general, results of this study indicated that practicing elementary teachers tended to draw and explain the nature of matter at the macroscopic level both for themselves and for their students. They also tended to focus on how an object was manufactured or human uses of the object rather than providing explanations that described or explained the composition of each object or properties and processes each object could undergo. The pre-service elementary teachers tended to draw molecular representations that described and explained both composition of the objects and their properties and processes. Pre-service elementary teachers also tended to express opinions that elementary students could learn about atoms and molecules whereas practicing elementary teachers tended to view elementary students as concrete learners. Implications for research and teaching will be discussed in Chapter 5 of this dissertation. [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.]
ED551411
Practicing and Pre-Service Elementary Teachers' Representations of Matter
ProQuest LLC
Ph.D. Dissertation, Purdue University
2012-00-00
978-1-2677-7712-6
237
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545457
2015
As Provided
JAN2020
No
Computer Software
Computer System Design
Data
Computer Oriented Programs
Program Development
Best Practices
Systems Development
Khoury, Fadi E.
Dissertations/Theses - Doctoral Dissertations
English
Data centric applications, an important effort of software development in large organizations, have been mostly adopting a software methodology, such as a waterfall or Rational Unified Process, as the framework for its development. These methodologies could work on structural, procedural, or object oriented based applications, but fails to capture the dynamics and dimensions of data centric applications. These methodologies were proven to be unsuccessful because they did not take into consideration all of the aspects of the data components and structures. This raises the question of what method should be used in developing those types of applications. The purpose of this study is to address the essential elements for a successful agile methodology that can effectively address the structure, behavior, and dimensions of a data centric development effort. An example of these dimensions could be the phases that the project goes though, the principles or best practices that are used, or the disciplines that are applied in the project lifecycle. My assumption is that there is a number of common essential elements used in developing and managing data centric applications and could be combined in a formal Systems Development Lifecycle of data centric application. [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.]
ED551412
Data Centric Development Methodology
ProQuest LLC
D.M.I.T. Dissertation, Lawrence Technological University
2012-00-00
978-1-2677-7754-6
208
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545475
2015
As Provided
JAN2020
No
Inclusion
Teacher Collaboration
Middle School Teachers
Special Education Teachers
Regular and Special Education Relationship
Mixed Methods Research
Educational Resources
Constructivism (Learning)
Teacher Attitudes
Teacher Surveys
Sanchez, Sandra J.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This mixed methods explanatory study addressed the problem of continuing disparity in achievement between students with special needs and their peers in the educational setting, despite mandates requiring schools to educate these students in the least restrictive environment. The purpose of this study was to determine the types and extent of resources used by general education teachers regarding their special needs students. Constructivism provided the theoretical foundation for the study. The research questions were designed to determine teachers' perceptions of the types and effectiveness of collaboration between general and special education teachers. A nonrandom sample of 49 intermediate general education teachers in a northwestern school district responded to a researcher-developed survey. Data were grouped and analyzed using ANOVA, correlation and chi-square statistical tests to answer each of 5 research questions. Internal consistency reliability analyses were conducted using the survey data. Open-ended responses were thematically coded and results were used to explain findings. Findings showed that direct consultation with a special education teacher was the preferred type of resource, however less than 1 hour per week was actually spent consulting. Teacher collaboration with peers was perceived as effective for improving self-esteem, social skills and interpersonal relationships for students. Recommendations for the district include administrative support for professional development to improve the collaborative process. The findings could affect positive social change when teachers are engaged in improving the learning environment and achievement of students with special needs to facilitate employment opportunities for this group of students. [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.]
ED551414
A Mixed Methods Explanatory Study of Intermediate School Collaboration and Inclusion
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-7853-6
156
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545488
2015
As Provided
JAN2020
No
Community Colleges
Selective Admission
Enrollment
Open Enrollment
Enrollment Management
Student Recruitment
Demography
Statistical Significance
Morris, David Brian
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Two Year Colleges
Higher Education
Postsecondary Education
The open access mission is central to the community college role and mission in higher education. Although initially implemented by four-year colleges and universities, adoption of formal enrollment management initiatives in community colleges is on the increase. Admission, matriculation, retention, and persistence are affected by enrollment management policies. Initiatives designed to control enrollment may alter the open access commitment of the community college by limiting access to some students. Enrollment management practices at the community college can include selective marketing and recruiting practices. This study examined the prevalence of selective marketing and recruiting practices at North Carolina community colleges and the impact of such practices on enrollment. Results of the study indicated that about half of the community colleges in North Carolina practice selective marketing and recruiting practices, although to date those practices have had no apparent impact on the demographic composition of the student body. Student demographic representation in enrollment at North Carolina community colleges was statistically significantly different than the corresponding demographic composition of college service areas. Organizational depth of marketing implementation at selective colleges was compared to the demographic composition of student body enrollment. There was no relationship between organizational depth of marketing implementation at selective colleges and student body demographic composition. Study results inform decisions affecting the use of selective marketing and recruiting practices within the context of the open access mission at the community college. Implications for policy and practice include the recommendation to create an enrollment management division at each community college, to streamline use of the marketing dollar, and to increase the use of marketing to influence the decision-making process of internal stakeholders. [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.]
ED551415
Community College Selective Enrollment and the Challenge to Open Access
ProQuest LLC
Ed.D. Dissertation, Western Carolina University
2012-00-00
978-1-2677-7862-8
138
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545489
2015
As Provided
JAN2020
No
Faculty Mobility
Institutional Characteristics
Longitudinal Studies
Public Schools
Credentials
Demography
Beginning Teachers
Cook, Jeremy A.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Elementary Secondary Education
The allocation of quality teachers across schools is of interest because of both the importance and costliness of teachers as inputs in the education production process. Furthermore, because teachers have preferences over their workplace characteristics, this allocation across schools is nonrandom. This research examines teacher mobility within the school system by focusing on the school characteristics that affect the probability of teachers leaving their current schools. Using longitudinal data on public schools in North Carolina, I estimate teacher mobility probabilities using empirical specifications that incorporate current school characteristics, as well as characteristics of other potential schools. I jointly estimate these teacher mobility probabilities with two endogenous teacher credential outcomes. The joint estimation uses a discrete factor random effects method to control for both individual permanent and time-varying unobserved heterogeneity. Results show that changes in student demographics have significant effects on one-year mobility probabilities. These changes in demographics have different effects across teachers of different experience levels, with teachers early in their careers being more sensitive to changes in student characteristics and salary than more experienced teachers. Long run results suggest that providing beginning teachers with preferred school characteristics may result in a substantial increase in the number of these teachers remaining in the public school system after five years. [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.]
ED551416
Essays on Teacher Mobility
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2677-7971-7
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545504
2015
As Provided
JAN2020
No
Aggression
Grade 3
Grade 4
Elementary School Students
Factor Analysis
Self Control
Competence
Classroom Techniques
Social Development
Skill Development
Interpersonal Competence
Intervention
Models
Correlation
Inhibition
Attention Control
Goal Orientation
Responses
Cognitive Processes
Prevention
Ellis, Alan Reid
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Early aggression is a problem in its own right and a risk factor for further developmental problems. Although both effortful control and social information processing (SIP) skills are negatively associated with aggression and are targeted by aggression prevention programs, little is known about the relation between them or about their joint relation with aggression. Further, effortful control is often measured poorly in aggression prevention studies. This dissertation reports findings from three studies of effortful control, SIP, and aggression. Data were collected from 691 boys and girls at 10 North Carolina schools during the third and fourth grades (2004-2006). In Study 1, exploratory and confirmatory factor analyses were used with third grade fall data to develop an effortful control scale. In Study 2, generalized estimating equations were used to assess whether, within each grade, SIP variables (measured in winter) mediated the relation between effortful control (fall) and aggression (spring). Similarly, Study 3 assessed whether fourth-grade effortful control and SIP variables (fall and winter, respectively) mediated the effect of the Competence Support Program, a classroom management and social skills training intervention, on aggression. Study 1 resulted in a second-order model (X[superscript 2]/df = 6.41, RMSEA = 0.089 [90% CI: 0.077 to 0.100], CFI = IFI = 0.957), with effortful control explaining the correlations among three factors: inhibitory control (alpha = 0.843), attention control problems (alpha = 0.876), and impulsivity (alpha = 0.885). In Study 2, unadjusted results showed significant indirect effects of effortful control on aggression, mediated by hostile attribution (fourth grade only), goal formulation, and response decision, but not encoding. Adjusted results showed no mediation effects. Study 3 found no effect of the Competence Support Program on mediators or on aggression. Based on a strong theoretical framework and using appropriate statistical methods, Study 1 developed a reliable and valid teacher-reported measure of effortful control; Studies 2 and 3 provided modest support for the theory underlying many aggression prevention programs. Together, the studies resulted in recommendations for improved measurement of effortful control, SIP, and aggression; better use of longitudinal mediation models to assess the relations among them; and improved research on aggression prevention. These studies belong to a body of research that is incrementally improving the prevention of childhood aggression. [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.]
ED551417
Effortful Control, Social Information Processing, and the Prevention of Aggression in Elementary Schools
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2677-7977-9
125
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545508
2015
As Provided
JAN2020
No
Science Instruction
English Language Learners
Language Proficiency
Student Experience
Extracurricular Activities
High School Students
Grade 10
International Schools
English (Second Language)
Science Achievement
Language Usage
Classroom Communication
Secondary School Science
Wai, June Wan
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Grade 10
Despite the increased promotion of integrated language and content instruction, large gaps in academic achievement persist between English language learners (ELLs) and their English-proficient peers (New York State Education Department, 2011c). In this study, I employ practitioner research methods to investigate ELLs' experiences in an extracurricular science classroom at an International High School. Participants included 10th grade ELLs with diverse first languages (i.e., Bangla, Chinese, French, Italian, Russian, Spanish, Urdu, Uzbek, Vietnamese) who attended a series of extracurricular Saturday science classes taught by myself, an ESL educator. My data comprised mainly of videorecordings documenting ELLs' review of a state-mandated Living Environment lab assignment. The use of situated learning theory as an analytic frame yielded insights undetected when applying a cognitivist lens alone but perceptible when applying sociocultural precepts that regard "language" and "content" as inseparable and learning as "apprenticeship into particular communities of practice." In my analysis, the "language" and "content" emerging from this classroom was re-characterized as discourse and then described in terms of the alignment with practices of "disciplinary science" or "school science," and in some instances, both. This account contributes empirical support for the relationship theorized to exist between "language" and "content" (Barwell, 2005). Findings also suggest that science classroom discourse encountered and practiced by ELLs can be more generally characterized as approximating the practices of "disciplinary science" or exemplifying those of "school science," and more specifically described in relation to the "need for speed," "the place for ambiguity," "the locus of authority," "the role of social interaction," and "the object of reproduction." This portrayal of ELLs' academic experiences (a) departs from research and pedagogy critiqued for their limitations associated with deficit views imposed on immigrant youth (Rolstad, 2005), cognitivist assumptions about learning as simply "language acquisition" or "knowledge transmission" (Walqui, 2002), and privileging of verbocentric forms of academic participation (Siegel, 1995); and (b) motivates re-interpretations of academic classroom practices of ELLs and their educators. [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.]
ED551418
School Science or Disciplinary Science? Discourse Encountered and Practiced by English Language Learners in an International High School Science Classroom
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8327-1
382
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545657
2015
As Provided
JAN2020
No
High School Students
Secondary School Teachers
Observation
Interviews
Questionnaires
Teacher Attitudes
Protocol Analysis
Comparative Analysis
Student Interests
Student Participation
Visual Literacy
Curriculum Development
Social Influences
History
Cultural Influences
Reading Ability
Memory
Novels
Cartoons
Layout (Publications)
Gillenwater, Cary
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Grade 12
This dissertation is a phenomenological case study of two 12th grade English/language arts (ELA) classrooms where teachers used graphic novels with their advanced students. The primary purpose of this case study was to gain insight into the phenomenon of using graphic novels with these students--a research area that is currently limited. Literature from a variety of disciplines was compared and contrasted with observations, interviews, questionnaires, and structured think-aloud activities for this purpose. The following questions guided the study: (1) What are the prevailing attitudes/opinions held by the ELA teachers who use graphic novels and their students about this medium? (2) What interests do the students have that connect to the phenomenon of comic book/graphic novel reading? (3) How do the teachers and the students make meaning from graphic novels? The findings generally affirmed previous scholarship that the medium of comic books/graphic novels can play a beneficial role in ELA classrooms, encouraging student involvement and ownership of texts and their visual literacy development. The findings also confirmed, however, that teachers must first conceive of literacy as more than just reading and writing phonetic texts if the use of the medium is to be more than just secondary to traditional literacy. The findings also affirmed that a complex interaction of pedagogy, curriculum, and historical influences inform, affect, and shape this phenomenon and create tensions around the use of this medium, particularly for students. The study also produced some interesting findings that complicated and even challenged current scholarship about the canon, literacy, and using comic books/graphic novels in the ELA classroom. While it is understood that canonical texts often persist due to social and cultural forces that influence both schooling and our society, there are also less controlling forces influencing the canon, particularly nostalgia. The findings also suggest that excellent traditional literacy abilities can play an important role in understanding and interpreting images; however, instruction in the arts and visual literacy can augment and deepen students' visual literacy. Finally, the findings suggest that scholarship on comic books, particularly how to read them, may be overly complicated and pedantic. [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.]
ED551419
Graphic Novels in Advanced English/Language Arts Classrooms: A Phenomenological Case Study
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2677-7987-8
202
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545515
2015
As Provided
JAN2020
No
Nontraditional Education
High Schools
At Risk Students
Case Studies
Teacher Education
Teacher Competencies
Master Teachers
Learner Engagement
Academic Persistence
Graduation
Interviews
Secondary School Teachers
Principals
Assistant Principals
Observation
Self Efficacy
Teacher Motivation
Social Cognition
Learning Theories
Adult Learning
Experiential Learning
Credentials
Faculty Development
Communities of Practice
Barriers
Interpersonal Relationship
Pedagogical Content Knowledge
Teaching Skills
Williams, Nida W.
Dissertations/Theses - Doctoral Dissertations
United States (East)
English
High Schools
Secondary Education
Adult Education
This qualitative case study was designed to explore how master teachers in transfer high schools learn the competencies they perceive are required to engage at-risk students so that they persist and graduate. The study is based on the following assumptions: (1) The requisite teacher competencies can be defined and identified and, in fact, strengthened. (2) Organizational context matters. School organizations that are most successful at the task of helping at-risk students graduate are the ones where the systems, structure, organizational culture, leadership, climate, and resources support the development of teaching competencies required to help students graduate. The sites for this study were nine transfer high schools located on the East Coast of the United States. The primary sources of data were: in-depth interviews involving thirteen teachers and ten principals and assistant principals in nine alternative high school settings, document analysis, and unobtrusive observation of classes. The study was framed by three theoretical frameworks: (1) self-efficacy beliefs as a motivating factor for teachers who choose to teach in alternative schools for at-risk youth (Bandura, 1989, 1993, 1997). This theoretical framework is rooted in social-cognitive theory of human behavior. (2) Adult learning theories, specifically, experiential learning. This study set out to examine how the study participants learned the competencies required to engage at-risk youth. One key finding was that participants learned both through the attainment of formal academic credentials and professional development as well as informally through dialogue with other teachers. Furthermore, several competencies were identified by participants as requirements for the successful engagement of students: (1) the ability to build relationships; (2) the ability to know what and how to teach; and (3) the ability to overcome school challenges. The principal recommendation resulting from the study is that teachers, principals, and assistant principals focus on building communities of practice. Communities engaged in inquiry and dialogue may enhance teacher self-efficacy beliefs and the development of the kinds of competencies that lead to student engagement and retention. [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.]
ED551420
The Learning and Competency Development of Master Teachers in Alternative High Schools for At-Risk Youth: A Case Study
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8330-1
364
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545659
2015
As Provided
JAN2020
No
Charter Schools
School Administration
Educational Change
Educational Development
Educational Sociology
Administrative Organization
Administrators
Zuckerman, Andrew Michael
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
This study examined the institution-building efforts of a leading charter school management organization, Achievement First. The study used a conceptual framework derived from institutional theory in sociology that offers two competing policy contexts in which charter schools and charter management organizations operate--a bureaucratic versus decentralized frame. As charter school leaders pursue new and different forms of schooling within a decentralized policy frame, they are challenged by well-established bureaucratic rules and norms that define what it means to be a legitimate school and that exert isomorphic pressures on newly created charter organizations to conform to normative definitions of schooling. Micro-level institution-building efforts, however, represent viable alternatives to the institutional order of public education, as charter school leaders attempt to achieve scale of their school models through charter management organizations. Findings from this study indicate that while macro-institutional forces constrain charter school management organization behavior, local actors respond strategically at the micro-level in ways that thwart isomorphism and allow the charter management organization to build to scale. [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.]
ED551422
We're on a Mission Here: Institution Building, Education Reform, and the Rise of a Charter Management Organization
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8331-8
281
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545660
2015
As Provided
JAN2020
No
Educational Television
Teaching Methods
Rural Schools
College Preparation
Distance Education
School Districts
Secondary School Students
Online Courses
Educational Quality
Instructional Effectiveness
Synchronous Communication
Teacher Student Relationship
Case Studies
Student Motivation
Academic Achievement
Anxiety
Interactive Video
Scores
Student Attitudes
Miller, Douglas S.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Greater academic pressures have been placed on rural schools to provide effective learning that will allow students to fulfill high school graduation requirements and prepare for entry into post-secondary institutions. Rural schools are confronted with many problematic issues including remote locations, limited resources, and shortage of qualified teachers. To relieve academic pressures, many rural secondary schools are turning to distance education as a solution. Distance education satisfaction of rural school districts that are currently using Web-based online curriculum may be premature. Although asynchronous Web-based online classes can provide rural secondary students with required graduation courses or advanced classes, the effectiveness of the online modality may be lacking. Most secondary students have not acquired motivational and time management skills and the maturity necessary to successfully learn in an independent asynchronous online environment. Although rural school districts seem to be satisfied with merely filling academic course shortages, few research studies have been conducted to provide guidelines for determining the quality and effectiveness of the distance learning courses. A relatively new distance learning delivery method used within rural secondary education is digital Interactive Television (ITv). The instructional objective of ITv is to provide a better delivery format for interaction and synchronous communication between the instructor and the learner, regardless of location. Remote and rural learners interact synchronously through audio and visual technologies, combining all locations simultaneously to extend a traditional classroom environment. The purpose was to conduct an in-depth case study to investigate the effect of ITv on student motivation, achievement and anxiety in four selected public rural secondary schools. The primary objective was to determine if ITv used in rural secondary schools affected student achievement. The findings revealed that motivation and anxiety had no effect on achievement for the students enrolled in ITv courses. The participants were comfortable using ITv, similar to a traditional classroom, and no stressful detractions occurred which allowed for positive learning to take place and above average academic scores. Unlike Web-based online courses, students felt that the immediate live assistance was available as needed during the ITv class and that their academic scores would be better. [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.]
ED551423
The Effect of Interactive Television as an Instruction Delivery Method in Rural Secondary Schools on Learner Achievement, Motivation and Anxiety
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-8335-6
123
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545664
2015
As Provided
JAN2020
No
Foreign Countries
Case Studies
Program Implementation
Technological Advancement
Innovation
Universities
Educational Technology
Research Projects
Longitudinal Studies
Data Collection
Research Methodology
Ziegel, Melina
Dissertations/Theses - Doctoral Dissertations
Ireland
Ireland
English
Higher Education
Postsecondary Education
This case study examined the implementation of a major research endeavor in an institution of higher education, Trinity College, Dublin, in Ireland, with particular focus on the change process during the initiation of the project and the subsequent needs assessment and implementation of technological solutions. This study identified the stages, people, processes, and tools that were essential to build the research infrastructure to support the project's goal. The primary research question explored in this study was: What role did technological resources play in the development of a national research project?. This single case study, based on publicly available documents about the project, described the evolution of the technology-based research tools for the purpose of supporting a national, multi-component, longitudinal research study. The research in this case study documented how the steps followed during the initiation phase led to the development of technological solutions to support data collection in the implementation phase. A key finding of the analysis was how the growing capacity for technology development ultimately contributed to the development of technological tools, which in turn supported the overall project. This case study concluded with a reflection on the potential of this project and a discussion of the role technology played as one aspect of building the capacity of the project to contribute to Ireland's ability to develop a "knowledge-based" economy. [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.]
ED551424
A Case Study of a National University Research Project and Its Technological Innovation
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2677-8336-3
203
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545665
2015
As Provided
JAN2020
No
Teacher Attitudes
Job Satisfaction
Teacher Persistence
Mixed Methods Research
Public Schools
School Districts
Elementary School Teachers
Likert Scales
Questionnaires
Semi Structured Interviews
Communities of Practice
Teacher Administrator Relationship
Class Size
Interprofessional Relationship
Expectation
Discipline
Faculty Development
Fringe Benefits
Teacher Salaries
Williams, Jill R.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Retaining qualified teachers in America's schools is one of the nation's challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention, teacher perceptions of needs that lead to job satisfaction needed to be investigated. This sequential, explanatory, mixed-method study was conducted in a public school district to investigate the factors that lead to teacher job satisfaction. The research questions explored elementary teachers' perceptions of organizational, monetary, and support factors using a preexisting, 5-point, Likert-scaled questionnaire and six semistructured interviews. The survey responses were analyzed descriptively to understand the factors leading to job satisfaction. Interview data were coded through the interpretive approach and themes were distinguished to gain further explanation of the quantitative data. The findings from this study indicated teachers perceived collegial support, principal support, class size, expectations, discipline issues, benefits, professional development, and salary as significant factors that affected teacher job satisfaction and retention decisions. As a result, a professional learning community action plan was developed to improve teacher job satisfaction and retention decisions. Implications for positive social change include the recognition of needs and perceptions of teachers in order to improve job satisfaction, retain teachers, and positively affect student achievement. [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.]
ED551425
Teacher Perceptions of Factors That Influence Job Satisfaction and Retention Decisions
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-8338-7
198
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545667
2015
As Provided
JAN2020
No
School Choice
School Districts
High Schools
Parents
Socioeconomic Status
Information Sources
Parent Surveys
Telephone Surveys
Interviews
Academic Achievement
School Safety
Stress Variables
Parent Background
Educational Attainment
Special Education
English Language Learners
Low Income Groups
Kennedy, John J., Jr.
Dissertations/Theses - Doctoral Dissertations
Delaware
Delaware
English
High Schools
Secondary Education
The purpose of this descriptive study is to examine the factors that influenced parents in a school district in Delaware when they selected a high school for their child. This study also sought to examine the sources of information that parents used. Also examined was the impact of socio-economic status in the high school selection process. A survey was administered to a convenience sample of parents attending Choice Open Houses at high schools in a school district in Delaware in November, 2008. Telephone interviews were conducted at a later date with a group of volunteers who had completed the survey and indicated they were willing to talk further about the process of high school selection in their family. Survey data showed that the most important factors influencing the selection of a high school for parents were academic factors. Telephone interviews revealed the important role that safety factors played in the choice process. Safety issues were viewed as prerequisites for selecting schools by parents who were engaged in the school choice process. Survey data showed that official sources of information were rated by parents as being most important to them. Telephone interviews revealed the important role of informal sources of information. The interviews also revealed that parents view the school choice process as high stakes and stressful. The study found that parents with more education were more likely to participate in the school choice process. The study also found low participation rates by the following subgroups: participants in the Free and Reduced Price Meal Program, parents of special education students, and participants in the English Language Learner program. [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.]
ED551427
Factors Influencing School Choice in a School District in Delaware
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2012-00-00
978-1-2677-8409-4
127
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545738
2015
As Provided
JAN2020
No
Semantics
Sentences
Linguistic Theory
Pragmatics
Context Effect
Role
Language Processing
Kim, Su
Dissertations/Theses - Doctoral Dissertations
English
Semantic Minimalism is a position about the semantic content of declarative sentences, i.e., the content that is determined entirely by syntax. It is defined by the following two points: "Point 1": The semantic content is a complete/truth-conditional proposition. "Point 2": The semantic content is useful to a theory of utterance interpretation. Against this position, Contextualists present two main arguments: "Incompleteness Problem": For some sentences, semantic interpretation gives us a propositional radical. "Inaccessibility Problem": For some sentences, semantic interpretation gives us a proposition that is complete/truth-conditional but not consciously accessible. The Incompleteness Problem, an argument against Point 1, claims that the semantic content of a sentence like "Tipper is ready" expresses a propositional radical that requires a completion specifying what Tipper is ready for to express a complete proposition. Since this completion is pragmatically determined, Contextualists argue that semantic interpretation alone sometimes fails to determine a content that is complete/truth-conditional. The Inaccessibility Problem, an argument against Point 2, claims that the semantic content of a sentence like "Jack and Jill are married," i.e., "Jack and Jill are each married," is oftentimes consciously inaccessible; what is accessible is the pragmatically determined proposition that "Jack and Jill are married to each other." Contextualists argue that in such cases, the semantic content fails to play any role in explaining communicative success. My aim in this dissertation is to endorse a version of Minimalism by defending Point 1 and Point 2 against these two arguments. In Chapter 1, I put the disagreement between Minimalists and Contextualists in clearer focus by separating it from another disagreement concerning the notion of saying. In Chapter 2, I defend Point 1 by arguing that the Minimalist view that I favor, according to which the semantic content of a sentence like "Tipper is ready" is a complete/truth-conditional, albeit unspecific, proposition, is a more reasonable view than Contextualism. In Chapter 3, I defend Point 2 by showing the plausibility of the idea that the semantic content of a sentence like "Jack and Jill are married" plays the input role in a speedy subconscious process that "mirrors" the Gricean implicature process. [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.]
ED551428
A Defense of Semantic Minimalism
ProQuest LLC
Ph.D. Dissertation, Princeton University
2012-00-00
978-1-2677-8410-0
125
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545739
2015
As Provided
JAN2020
No
Information Technology
Public Policy
Computer Software
Access to Information
Freedom
Government Role
Court Litigation
Electronic Publishing
Legislation
Accountability
Yu, Harlan Ming-Tun
Dissertations/Theses - Doctoral Dissertations
English
Modern information technologies have transformed the meaning and promise of "open government." The term originally stood for the ideas of government transparency and public accountability. But with the rise of the Internet, "open government" has grown to encompass a wide range of civic goals--greater public participation and increased government efficiency, among others--newly enhanced by the potential of digital technologies. Software now plays a key mediating role between governments and citizens, and the design of software can both inform and shape the effectiveness of open government policies. In this dissertation, we explore government's role as an information provider in the digital age. Rather than struggling, as it currently does, to keep up with the rapid pace of technological change, we contend that government should focus on enabling others to innovate, by publishing its data in bulk, machine-readable formats. This approach allows citizens to easily adapt government data for any desirable purpose using the latest technological tools, rather than relying on a single government-provided interface. Despite its benefits, government may refuse to publish adaptable data for a variety of reasons. Such is the case with the U.S. Courts, which maintain a harmful paywall policy that limits access to electronic court records. We describe our pursuit to change the Courts' policies through the development of the RECAP browser extension, which we built to liberate records from the Courts' online access system. We analyze how RECAP's core design features contributed to its widespread adoption, and impacted the policy discourse. But even where government data are readily available, they may still be difficult to comprehend. We study how the U.S. Congress' age-old legislative process hinders the development of automated software with immense efficiency and transparency benefits. We outline the steps that Congress would need to take to modernize its process and embrace these improvements. Finally, we discuss how recent "open government" policies have blurred the distinction between political and technological openness. We propose a clearer framing that separates the politics of public accountability from the technologies of open data, which we hope will make both ideals easier to achieve. [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.]
ED551429
Designing Software to Shape Open Government Policy
ProQuest LLC
Ph.D. Dissertation, Princeton University
2012-00-00
978-1-2677-8463-6
169
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2015
As Provided
JAN2020
No
Community Colleges
Conservation (Environment)
Energy Conservation
Educational Technology
Interviews
Student Attitudes
Teacher Attitudes
Cooperative Planning
Decision Making
Cultural Influences
Expectation
Motivation
Policy
Resources
Two Year College Students
College Faculty
Case Studies
McAllister, Bernadette
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
A challenge facing community colleges nationwide is to reduce the carbon footprint of campuses by initiating green technology initiatives. This case study assessed the effect of switching from paper assignments to a learning management system at ABC Community College. The topic is important because federal and state funding, as well as accreditation, is partially based on decreasing the college's carbon footprint. Theoretical support for this investigation was developed from studies on learning management systems and green technology initiatives. Data collection involved interviews with 10 students, 10 faculty, and 10 staff members of ABC Community College. The themes and patterns that emerged from conversations related to collaboration, culture, decision-making, education, expectations, motivation, policy, resources, and technology. Each theme connected to the accessibility of this green technology initiative by the participant, whether it was as student, faculty or staff. Most participants believed environmental factors exceeded social and economic factors as the perception for the selection of this green technology initiative. Environmental factors may have a profound positive effect on green technology initiatives based on these perceptions. Implications include the ability to successfully implement and adapt green technology initiatives. [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.]
ED551430
The Value of Green Technology at ABC Community College
ProQuest LLC
D.B.A. Dissertation, Baker College (Michigan)
2012-00-00
978-1-2677-8470-4
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545796
2015
As Provided
JAN2020
No
Preservice Teacher Education
Preservice Teachers
Professional Development
Cooperation
Paraprofessional School Personnel
Special Education
Special Education Teachers
Administrators
Teacher Attitudes
Administrator Attitudes
Measures (Individuals)
Statistical Analysis
Educational Opportunities
Beddow-Beste, Jolaine
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Administrators, teachers, and paraprofessionals play an important role in successful outcomes for students with special needs. Post-secondary training does not guarantee that emphasis is put on how each professional entity maintains the ability to collaborate with one another, and how to determine what continued training is pertinent for each of these team members. A researcher-developed instrument was used to assess how paraprofessionals, teachers, and administrators perceived the quality of their preservice, staff development, and collaborative practices. Descriptive and inferential questions addressed each of these three categories. One-way analyses of variance were used to detect significant discrepancies between groups. All results were taken from a five-point scale where 1.00-2.49 was of low quality, 2.50-3.49 was of moderate quality, and 3.50-5.00 was recorded as high quality. Of the approximately 154 respondents in the category of preservice, only 40.3% reported being exposed to a training module on how to collaborate among paraprofessionals, special education teachers, and paraprofessionals. The composite mean for all preservice items was 2.73, indicating that the preservice opportunities were of moderate quality. There were no significant differences in how the various groups perceived the quality of preservice opportunities, F(2, 156) = 1.01, p = 0.36. Paraprofessional respondents rated their professional development regarding training and modeling strategies to be of moderate quality (M = 2.90). Administrators and teachers perceived the modeling to train paraprofessionals (M = 2.49) to be of low quality. The composite mean for all professional development items was 2.69, indicating that professional development opportunities were perceived as moderate quality. There were no significant differences in how the groups perceived the quality of professional development opportunities, F(2, 145) = 1.60, p = 0.21. The composite mean for all collaborative practices items was 3.11, indicating collaborative practices were of moderate quality. There were no significant differences in how the groups perceived the quality of collaborative practices, F(2, 134) = 0.40, p = 0.67. The study poses some questions on how educational institutions are preparing and continue to train educators at different capacities. [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.]
ED551433
Pre-Service, Professional Development, and Collaborative Practices Regarding Paraprofessionals, Special Education Teachers, and Administrators
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2012-00-00
978-1-2677-8503-9
100
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545812
2015
As Provided
JAN2020
No
American Indian Education
Achievement Gap
Emergent Literacy
Early Intervention
Reading Achievement
Comparative Analysis
Grade 1
Elementary School Students
Reading Programs
Scores
Racial Differences
Program Effectiveness
At Risk Students
Collins, Mary L.
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Despite the attention being paid to the achievement gap of minorities, the regulations and laws being enacted, the research being conducted, and the funding made available to narrow the achievement gap, there is evidence that shows it still exists for American Indians. This study examined the effects of Reading Recovery, an early literacy intervention, on the achievement gap of American Indians and their non- American Indian peers. Reading Recovery data from a training center encompassing a five state region were analyzed to determine the effects on the achievement gap. Two subtasks of the Observation Survey of Early Literacy Achievement were used to measure achievement at the beginning and end of the first-grade year of American Indian and non-American Indian students who had participated in Reading Recovery. Results of t tests of the mean scores in the fall indicated that the American Indians scored lower than the non-American Indians on both tasks. Differences in fall scores between groups were accounted for by adjusting spring scores using analyses of covariance. Differences in adjusted mean spring scores between the two groups were not statistically significant except for one subtest in one year out of the five years studied, showing that Reading Recovery narrowed or eliminated the gap for both American Indian and non-American Indians. Both groups started in the below average range in the fall and were at the average range in the spring after an intervention of 20 weeks or less. Students who start behind must experience accelerated learning in order to catch up with their peers and reach the average of their class. While both groups experienced accelerated learning, the American Indian students actually accelerated at a faster pace than their non-American Indian peers as evidenced in their higher spring mean scores and adjusted mean scores on one or the other of the subtasks during four of the five years studied. This study examined two groups that narrowed the achievement gap and compared how alike/different their journeys were. This adds to the research base confirming positive benefits of Reading Recovery with minority students (Batten, 2004; Rodgers, Wang, & Gomez-Bellenge, 2004). Reading Recovery helps close the achievement gap of minority and majority students and the gap between them. [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.]
ED551434
The Effects of Reading Recovery™ on the American Indian/Non-American Indian Achievement Gap
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2012-00-00
978-1-2677-8504-6
98
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545813
2015
As Provided
JAN2020
No
Masters Degrees
Business Administration Education
Electronic Learning
Online Courses
Educational Environment
Mastery Learning
Conventional Instruction
Surveys
Questionnaires
Alumni
Problem Solving
Interpersonal Communication
Decision Making
Influence of Technology
Matthews, Robert J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Students invest a great deal of time, effort, and capital to obtain the MBA credential that they believe will provide them with the skills necessary to succeed in business. They expect such skills to position them for better job opportunities, salary increases, and a faster track to promotion up the corporate ladder. It is an investment that should yield rewards. However, the value of an MBA is open to skepticism by some. Critics have questioned the appropriateness of the skills that have become part of the typical curriculum and the ability of business programs to keep pace with a changing business environment. While students continue to believe in the value of the MBA, there is little current evidence to determine if the perception of employers toward its value has changed. Historical evidence demonstrates negative bias by some employers toward non-traditional degrees, such as those offered by online programs, due to a perception of student isolation and lack of collaboration in the online learning community. As technology advances and some of these perception issues are addressed, the lines between traditional and non-traditional program formats have become blurred. Consequently, demand for online programs, and the flexibility that they offer, has been strong. There is recent evidence that the public is more accepting of the non-traditional programs. This investigation was designed to expand the learning environment knowledge base. Employers and MBA graduates were queried on the importance and mastery of skills necessary in the workplace, the environment, traditional and non-traditional, and the rewards. The goal was to ascertain how the MBA is currently valued, and how the choice of program has met expectations. Using a cross-sectional survey design employing a questionnaire, alumni of MBA programs and employers were surveyed. Both groups identified problem solving, communication, and decision-making as the most essential skills that MBAs should bring to the workplace, and mastery of those skills was generally viewed as positive. Online learning was viewed positively, although employers continue to prefer on-campus learning. The role of technology was viewed by alumni as enhancing the online experience by facilitating interactivity. Overall, most were positive about the MBA experience and its rewards, but were less enthusiastic about the cost-benefit. [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.]
ED551435
A Portrait of the Early 21st Century MBA
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-8588-6
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545887
2015
As Provided
JAN2020
No
Adult Education
Community Programs
Literature Reviews
Foreign Countries
Holistic Approach
Learning
Interpersonal Relationship
Student Experience
Therapy
Facilitators (Individuals)
Ayvazian, Andrea S.
Dissertations/Theses - Doctoral Dissertations
Brazil
Brazil
English
Adult Education
This study examines how adult education can facilitate learning towards the full realization of human potential. It synthesizes two theories of human development, and applies this to the practice of community-based adult education carried out by trained facilitators who do not have formal degrees in the field of mental health. The first part of the methodology used modified analytic induction to carry out a synthesis between the works of William Hatcher (1935-2005) and Roberto Assagioli (1888-1974). The second part of the methodology works with the goals, principles, and practices which emerged from the lens" provided by this synthesis, and applies these to an analysis of the Integrated and Systemic Community Therapy (CT) approach to community-based adult education, in Brazil. The impetus for this study was a desire to move beyond limitations of the humanistic orientation in adult education towards a more holistic theory, which draws on and combines both scientific and spiritual views of human reality. The study theorizes that learning which supports the full realization of human nature should actively seek to a) foster a person's ability to take action in the "outer world" of human social relations (interpersonal dimension) while b) aligning one's "inner world" (intrapersonal dimension) with an emerging implicate order, which is the origin of the structure of reality. Based on its relevance to the expanding Community Therapy approach the conclusion of the study is that the "lens" of a synthesis deserves to be applied and explored further. [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.]
ED551436
Goals, Principles, and Practices for Community-Based Adult Education through the Lens of a Hatcher-Assagioli Synthesis
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8601-2
216
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545898
2015
As Provided
JAN2020
No
Second Language Learning
Second Language Instruction
Spanish
Learning Theories
Grammar
Verbs
Oral Language
Written Language
Sociocultural Patterns
Theory of Mind
Teaching Methods
Concept Formation
Role
College Students
Interviews
Garcia, Prospero N.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Framed within a Sociocultural Theory of Mind (SCT) in the field of Second Language Acquisition (Lantolf & Thorne, 2006), this dissertation explores the role of verbalizing in the internalization of grammatical categories through the use of Concept-based Instruction (henceforth CBI) in the second language (L2) classroom. Using Vygotsky's (1986) distinction between scientific and spontaneous or everyday concepts applied to L2 development (Negueruela, 2008), this study focuses on the teaching and potential development of the grammatical concept of aspect in the Spanish L2 classroom, and the role of verbalizing in its internalization. It is proposed that verbalizing mediates between the learners' initial understandings of the grammatical concept of aspect, the development of conscious conceptualizations, and students' written and oral production of preterite and imperfect grammatical forms. This study presents and analyzes data from one of the thirty-two adult college students enrolled in an advanced Spanish conversation course. Data is analyzed through a clinical analytic approach, which has its roots in Vygotsky's (1978) genetic method of analysis. The study was carried out over a 12-week period and collected multiple sets of developmental data, including learners' definition of the grammatical concept of aspect, written performance protocols, and verbalization data recorded during two oral interviews. The study interprets learner performance in these three complementary, and dialectically connected types of L2 conceptual data. A close analysis of this participant's data provides critical insights to understand the role of verbalizing in L2 conceptual development. Findings confirm that learners' verbalizations are key factors to ascertain L2 conceptual development, as well as a mediational tool that fosters learners' internalization of the grammatical concept of aspect. It is proposed that verbalizing notably contributes to research on L2 development. Not only does it allow the researcher to have a more comprehensive picture of L2 development, but it also helps learners develop a more sophisticated semantic understanding of the grammatical concept of aspect and fosters their ability to understand and control relevant grammatical features in L2 communication. [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.]
ED551437
Verbalizing in the Second Language Classroom: The Development of the Grammatical Concept of Aspect
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8627-2
219
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545922
2015
As Provided
JAN2020
No
Public Schools
Secondary School Teachers
Educational Legislation
Social Justice
Communities of Practice
Intervention
Interviews
Administrators
Best Practices
Qualitative Research
Observation
Knowledge Level
Teaching Skills
Self Efficacy
Classroom Techniques
Student Diversity
Curriculum Design
Instruction
Holistic Approach
Faculty Development
Teacher Empowerment
Stress Management
Harak, Philip J.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I created a PLC that would serve as an intervention designed to support teachers in their classroom work and with their multiple mandates as well. This enhanced PLC was informed by interviews with administrators, researched best practices of traditional PLCs, and uniquely, by what teachers told me they needed in an optimal PLC experience. The PLC was facilitated and based on inclusive, holistic social justice principles that provided a framework for and experience of inclusive teaching practice, while specifically addressing ongoing teacher concerns and issues raised by the multiple mandates. The PLC intervention I designed was for participants only, and I studied them along a range of outcomes that were compared to a control group of teachers identified from the same general population, but who did not experience the intervention. I used a multiple methods, predominantly qualitative approach, that included closed and open field questions taken before and after the intervention. I concluded by conducting in-depth end of term interviews with the participants in the intervention, enriched by my own field notes and observations. Findings included participants unanimously reporting this PLC uniquely satisfying, both professionally and personally. Professionally, they reported a significant gain across a range of knowledge, skills, self efficacy, and classroom management; an enhanced understanding of student diversity, and of the complex interactions between their choices of pedagogy and curriculum within the learning experience between and among students and teacher-leading to more effective professional interactions. After closely examining a published holistic teaching and learning model, participants exercised their professional power by creating one organizing tool to help them personalize and connect the apparently disparate mandates, and another organizer that schematically designed their future professional development requirements. Post-PLC, participants felt affirmed, empowered, less stressed, more closely affiliated, and spiritually supported by the PLC. Many continue to meet since the study's conclusion. [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.]
ED551438
Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8637-1
284
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545932
2015
As Provided
JAN2020
No
African Americans
Human Body
Social Justice
Racial Bias
Racial Identification
Computer Mediated Communication
Web Sites
Social Networks
Race
Stereotypes
Political Issues
Empowerment
Ethnography
Case Studies
Interviews
Qualitative Research
Statistical Analysis
Heyward, Kamela S.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation examines the strategic practice of virtual racial embodiment, as a case study of African Americans attempting to complicate current constructions of race and social justice in new media. I suggest that dominant racial constructions online teeter between racial stereotypes and the absence of race. Virtual racial classification and racial stereotypes of criminality and limited interaction with communication technologies prevalent in the digital divide literature frame the dominant online culture, which purports a Universalist ideal that avoids race through which racial hierarchy is nevertheless articulated. Based on qualitative and quantitative analyses--fieldwork, interviews with Black website founders, and an online survey--this case study provides an analytical framework that situates African Americans' negotiations of race within everyday online discourse. I suggest that the strategy of racial embodiment has a sociohistorical and cultural basis in the racial and political strategies of offline African American communities. This study approaches these matters by locating political message board members' agency in creating a safe space for daily critical discussions of race. Virtual safe spaces allow users to address social injustices, parse popular constructions of race, project respectability, and explore complex definitions of blackness. Ethnographic material drawn from the observation of four mainstream Black websites' political message boards within the time frame of 2007-2008 provides information to discuss the unofficial message board practices I identify as safe house practices. I introduce the conceptual metaphor of safe house based on the physical and symbolic safe house of enslaved Africans of the antebellum era and their twentieth- and twenty-first-century successors--neighborhood meeting places, barbershops, and book stores. As a result of the analysis of the ethnographic material, I suggest racial embodiment is the transference of offline practices steeped in historic political and cultural practices of the Black community into online interactions. I use the Bourdieuan concept of the habitus to conceptualize the historical significance of the African American community's virtual racial embodiment. I propose that this racial embodiment evidenced in the safe house practices exemplifies a dynamic Black habitus wherein black people exercise the ability to redefine black identity and community. [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.]
ED551439
Virtual Black Spaces: An Anthropological Exploration of African American Online Communities' Racial and Political Agency amid Virtual Universalism
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8644-9
315
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545939
2015
As Provided
JAN2020
No
Communities of Practice
Disabilities
Transitional Programs
Social Theories
Learning Theories
Agency Cooperation
Qualitative Research
Case Studies
Secondary Education
Identification (Psychology)
Group Membership
Experience
Kester, Joan Eleanor
Dissertations/Theses - Doctoral Dissertations
United States (Mid Atlantic States)
English
Secondary Education
This study examined how interagency collaboration occurs within one local transition community of practice using Wenger's (1998) social theory of learning. While postschool outcomes of youth with disabilities have improved moderately, there continue to be many barriers based upon changes in American society, including the diversity of the population, family structures, legislation, policy, and practice (Newman, Wagner, Cameto, Knokey, & Shaver, 2010). This situation occurs despite legislative mandates for multiple public agencies to provide "transition services" (IDEA, 2004). Studies show that fragmentation and duplication of supports and services negatively impact the outcomes of youth with disabilities (National Council on Disability, 2008), and research in the field of secondary transition over 30 years has identified the importance of interagency collaboration (Kochhar-Bryant, 2008). Research has shown that communities of practice--based on the social theory of learning, wherein participants collaborate to cross boundaries and solve complex issues (Snyder, Wenger, & Briggs, 2003)--are a context for effective collaboration (Wenger, McDermott, & Snyder, 2002). A qualitative, exploratory study was used to answer the research question: "How do the four components of Wenger's (1998) social theory of learning act as the mechanisms for interagency collaboration in one local transition community of practice?" These components are learning as doing (practice), learning as experience (meaning), learning as belonging (community), and learning as becoming (identity); the cyclical, iterative exchanges between the components create the dynamic of learning by collaborators. The unit of analysis was a unique case called the Local County Transition Coordinating Council, a local community of practice in the Mid-Atlantic region. The data of this study strongly support and describe the role of the four components of the social theory of learning as mechanisms for interagency collaboration in this one local transition community of practice, as well as the iterative exchange creating the dynamic of learning. Two emerging codes also acted as mechanisms for interagency collaboration, adaptation/change and leadership. Further research to explore the role of the social theory of learning through communities of practice as a context for interagency collaboration within secondary transition is warranted based on the findings of this study. [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.]
ED551440
Exploring Interagency Collaboration in a Secondary Transition Community of Practice
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2677-8655-5
282
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545950
2015
As Provided
JAN2020
No
Phonology
Linguistic Theory
Language Classification
Prediction
Schemata (Cognition)
Language Rhythm
Language Patterns
Intonation
Pruitt, Kathryn Ringler
Dissertations/Theses - Doctoral Dissertations
English
This dissertation proposes a model of word stress in a derivational version of Optimality Theory (OT) called Harmonic Serialism (HS; Prince and Smolensky 1993/2004, McCarthy 2000, 2006, 2010a). In this model, the metrical structure of a word is derived through a series of optimizations in which the "best" metrical foot is chosen according to a ranking of violable constraints. Like OT, HS models cross-linguistic typology under the assumption that every constraint ranking should correspond to an attested language. Chapter 2 provides an argument for modeling stress typology in HS by showing that the serial model correctly rules out stress patterns that display non-local interactions, while a parallel OT model with the same constraints and representations fails to make such a distinction. Chapter 3 discusses two types of primary stress--autonomous and parasitic--and argues that limited parallelism in the assignment of primary stress is warranted by a consideration of attested typology. Stress systems in which the primary stress appears to behave autonomously from secondary stresses require that primary stress assignment be simultaneous with a foot's construction. As a result, a provision to allow primary stress to be reassigned during a derivation is necessary to account for a class of stress systems in which primary stress is parasitic on secondary stresses. Chapter 4 takes up two issues in the definition of constraints on primary stress, including a discussion of how primary stress alignment should be formulated and the identification of vacuous satisfaction as a cause of problematic typological predictions. It is proposed that all primary stress constraints be redefined according to non-vacuous schemata, which eliminate the problematic predictions when implemented within HS. Finally, chapter 5 considers the role of representational assumptions in typological predictions with comparisons between HS and parallel OT. The primary conclusion of this chapter is that constituent representations (i.e., feet) are necessary in HS to account for rhythmic stress patterns in a typologically restrictive way. [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.]
ED551441
Stress in Harmonic Serialism
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8680-7
279
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545974
2015
As Provided
JAN2020
No
English (Second Language)
Second Language Learning
Second Language Instruction
Language Teachers
Teacher Education
Educational Research
Knowledge Base for Teaching
Urban Schools
Faculty Development
Teacher Attitudes
Masters Programs
Practicums
Longitudinal Studies
Case Studies
Grounded Theory
Critical Incidents Method
Social Justice
Teaching Methods
English Language Learners
Robinson, Elizabeth A.
Dissertations/Theses - Doctoral Dissertations
Massachusetts
Massachusetts
English
Higher Education
Postsecondary Education
In July of 2011, the U.S. Department of Justice (DOJ) determined that Massachusetts had violated the civil rights of its English Language Learners (ELLs) by placing them in classes with inadequately prepared teachers. Massachusetts is the contextual background for this study but it also serves as an example of the challenges across the U.S. in preparing teachers to meet the diverse needs of the growing population of ELLs within a national context of increasingly standardized curriculum and testing. The U.S. Secretary of Education, the Massachusetts Commissioner of Education, policy makers, teacher educators, and academics are all looking to educational research for answers to the current challenges. There are many answers or approaches coming from multiple discourses of educational research. However, as has been demonstrated in Massachusetts, research-based approaches to educational challenges are not always successful. More needs to be understood about how these approaches are actually taken up in classrooms. Unfortunately, there is limited research about teachers' understandings and uses of different discourses of research. In this dissertation I have explored how two urban ESL teachers engaged with research at different stages of their professional development. The questions that guide this study focused on how the teachers made meaning of research and enacted research during the three stages of the study: their master's program, their ESL practicum and a site visit two years after graduation. I conducted two longitudinal case studies drawing on constructivist grounded theory (Charmaz, 2006). Building on the findings from my literature review of ESL teachers' engagement with research I collected and analyzed data from the three stages mentioned above over a five-year period. Multiple phases of analysis included critical incident analysis (Angelides, 2001), and text analysis (Fairclough, 1992; 2003; Janks, 2005). The findings of this study show that while the teachers engaged in multiple ways with research, certain types and discourses of research discouraged teachers from meeting the needs of their students. The teachers' engagement with research as praxis (Lather, 1986) was complex but entailed change-enhancing engagement with theory, practice, and action that not only met students' needs, but promoted socially just teaching. [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.]
ED551442
Research as Praxis in ESL Teacher Education
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8685-2
313
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545979
2015
As Provided
JAN2020
No
Grammar
Context Effect
Interpersonal Communication
Vocabulary
Syntax
Semantics
Language Usage
English
Verbs
Form Classes (Languages)
Rubinstein, Aynat
Dissertations/Theses - Doctoral Dissertations
English
This dissertation explores the interplay of grammar and context in the interpretation of modal words like "ought," "necessary," and "need." The empirical foci of the discussion are patterns in the use of strong and weak necessity modals in conversation, and the interpretation of syntactically and semantically versatile modals like "need" in the various grammatical configurations they appear in across languages. It is argued that a sensitivity to collective commitments in a conversation is necessary for understanding certain aspects of modal strength, in particular the traditional distinction between strong and weak necessity modals (exhibited by "must" and "ought to" in English). It is proposed that strong necessity modals can only reference priorities that are presupposed to be collectively committed to, whereas weak necessity modals are evaluated with respect to a mixed bag of priorities, crucially including ones that are presupposed not to be collectively committed to. A domain restriction approach to weak necessity is adopted, following a demonstration that it is superior to a number of probabilistic alternatives. Modal verbs and adjectives that take both infinitival and nominal complements are shown to pattern alike across languages in requiring a teleological, or goal-oriented interpretation when their complements are not infinitives (but rather noun phrases or certain Complementizer Phrases). This limitation is lifted with infinitival complements, showing that transitive configurations of certain intensional verbs are not semantically equivalent to the infinitival configurations of the same verbs. A result of this research is a fine grained analysis of the differences between closely related necessity modals and attitude verbs. [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.]
ED551443
Roots of Modality
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8688-3
227
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545982
2015
As Provided
JAN2020
No
Foreign Countries
Educational Finance
Females
Scholarships
Case Studies
Qualitative Research
Interviews
Cohort Analysis
Models
Intervention
Student Motivation
Academic Persistence
Economically Disadvantaged
Sineta, Abraham
Dissertations/Theses - Doctoral Dissertations
Malawi
Malawi
English
Despite the push for universal education, many disadvantaged and poor children in developing countries still do not have access to basic education. This among other reasons is due to poverty where poor families cannot afford the cost of basic education even when it is "free" of tuition (McDonald, 2007). Demand-side financing interventions such as scholarship programs are promising to be viable financing interventions of reaching out to the poor and marginalized children in order for them to access basic education. Although such financing strategies have been praised as having worked in mostly Latin American countries, very little is systematically known about how these interventions would work in poor African countries such as Malawi. This study therefore examines demand-side financing strategy through an evaluation of a scholarship program implemented in Malawi. It uses qualitative mode of inquiry through in-depth interviews of 36 key participants as a primary method of data collection. In addition it reviews program documents and conducts some cohort tracking on beneficiaries in Zomba rural district which is the site of the study. The findings show that community based targeting was used in the program and proved successful in identifying the right beneficiaries in a cost effective manner. It seems to offer a model to be adopted for such interventions in low resource countries. Findings further show that beneficiaries who received scholarships were able to persist however there was a substantial number that dropped out. There were a number of factors that caused this but it seems the internal motivation of beneficiaries to persist was very critical. This puts under the microscope an assumption that once scholarship is received, beneficiaries would persist in school. Last but not least, the findings also show that an assumption that local communities will be able to sustain such programs might be but a mere illusion as communities view themselves too poor to do this. Overall the study praises such programs as effective in targeting the poor and marginalized children however it puts a caution on assumptions about persistence & sustainability. It suggests further scrutiny on these assumptions to improve on the effectiveness of such programs and demand-side financing strategies in general. [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.]
ED551444
Demand-Side Financing in Education: a Critical Examination of a Girls' Scholarship Program in Malawi--(Case Study)
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8693-7
208
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545987
2015
As Provided
JAN2020
Yes
Reading Research
Reading Comprehension
Research Projects
Federal Programs
Intervention
Reading Improvement
Elementary Secondary Education
Douglas, Karen M.
Albro, Elizabeth R.
Reports - Descriptive
Journal Articles
English
Elementary Secondary Education
Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in "Educational Psychology Review," v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]
ED551445
The Progress and Promise of the Reading for Understanding Research Initiative
Online Submission
Educational Psychology Review v26 n3 p341-355 Sep 2014
2014-09-00
National Center for Special Education Research (ED)
National Center for Education Research (ED)
31
T
2015
31
As Provided
JAN2020
Yes
No
Formative Evaluation
Program Evaluation
Outcomes of Treatment
Special Education
Autism
Pervasive Developmental Disorders
Special Education Teachers
Special Schools
Intervention
Integrity
Case Studies
Teacher Student Relationship
Recess Breaks
Teacher Surveys
Focus Groups
Qualitative Research
Statistical Analysis
Observation
Surveys
Tang, Lin
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study, a formative program evaluation, was to provide an overview of treatment integrity rates, attitudes, and assessment methods within a specialized school for children and adolescents with Autism Spectrum Disorder. The study utilized a partnership model whereby the evaluators worked collaboratively with primary stakeholders (school administrators) to determine areas of focus for the evaluation. The program evaluation was conducted between August 2009 and August 2010, spanning one school year. The evaluation participants were the school's teachers. The evaluation was based on an exploratory case study design and included both quantitative and qualitative data. Quantitative data consisted of direct observations of treatment adherence to behavior plans in classrooms, teacher knowledge of treatment content assessed in quizzes, and observations of teacher engagement with students at recess. Qualitative data consisted of teacher surveys and focus groups. The evaluation yielded an in-depth assessment of treatment integrity within the school; an intervention to define and enhance teacher engagement during recess was also developed and implemented. [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.]
ED551446
A Formative Program Evaluation of Treatment Integrity Practices, Assessments and Attitudes within a Specialized School Setting
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8698-2
104
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545991
2015
As Provided
JAN2020
No
Public School Teachers
Public Schools
Pedagogical Content Knowledge
Teacher Attitudes
Positive Attitudes
Program Implementation
Brain
Motor Development
Gender Differences
Teaching Experience
Correlation
Questionnaires
Online Surveys
Computer Software
Measures (Individuals)
Educational Strategies
Wachob, David A.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
The purpose of this study was to determine K-12 teachers' knowledge, beliefs, and practices of brain-based learning strategies in western Pennsylvania schools. The following five research questions were explored: (a) What is the extent of knowledge K-12 public school teachers have about the indicators of brain-based learning and Brain Gym?; (b) To what extent do K-12 public school teachers rate the value of brain-based learning and Brain Gym?; (c) To what extent do K-12 public school teachers report implementing brain-based learning indicators in their classrooms?; (d) What is the relationship between K-12 public school teachers' level of knowledge of brain-based learning and indicators of Brain Gym and their beliefs about brain-based learning?; (e) What is the relationship between gender, years of teaching experience, grade level being taught, and teachers' knowledge, perceptions, and implementation related to brain-based learning? The participants (N = 256) included in this study consisted of K-12 public school teachers within three selected school districts in western Pennsylvania. The data was collected by using the Brain-Based Learning Survey Questionnaire (BBLSQ), developed by Shelley Klinek (2009), and was administered electronically using an online survey software program called Qualtrics. The survey was designed to measure participants' knowledge, beliefs, and practices of brain-based learning strategies. The results of the study indicate that teacher's knowledge of learning strategies are related to their beliefs about those strategies, as well as their instructional practices. It was further determined that teachers had positive attitudes towards learning new strategies; they feel it is important to demonstrate and show educators new ways of teaching; and they feel the need to be more adequately trained in the area of how the brain learns best. This study indicates that teachers are interested in how students learn best, and are willing to change their teaching practices to improve the learning process. [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.]
ED551447
Public School Teachers' Knowledge, Perception, and Implementation of Brain-Based Learning Practices
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania.
2012-00-00
978-1-2677-8723-1
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546012
2015
As Provided
JAN2020
No
School Schedules
Kindergarten
At Risk Students
Limited English Speaking
Achievement Gap
Intervention
Program Effectiveness
Young Children
Access to Education
Statistical Analysis
Constructivism (Learning)
Reading Achievement
Scores
Comparative Analysis
Wehbe, Hanan
Dissertations/Theses - Doctoral Dissertations
Kruskal Wallis Test
English
Kindergarten
Primary Education
Early Childhood Education
One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based evidence on the effectiveness of this 4-year old program to determine if the program should shift to a universal, full-day kindergarten program. The purpose of this quantitative, post facto design study was to examine the effect of attending a full-day and a half-day kindergarten program and the duration of this effect on the reading scores of LEP students over 4 academic years. Vygotsky's theory of constructivism provided the framework for this study. The difference between the reading scores of LEP students at the end of 4 consecutive academic years for LEP students who attended a full-day and a half-day kindergarten were compared. The sample included N = 78 LEP kindergarten students. Results from independent t tests and Kruskal-Wallis tests confirmed no significant difference between the means of the 2 groups across all 4 academic years. No short- or long-term effect has been found of the full-day kindergarten program. Recommendations for the district are to look for strategies other than the full-day program to increase the reading achievement of LEP students. Implications for positive social change include providing educators and researchers with information that can result in increased reading achievement for LEP students. [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.]
ED551448
The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-8724-8
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546013
2015
As Provided
JAN2020
No
Taxonomy
Preferences
Risk
Information Security
Printed Materials
Reading
Behavior
Surveys
Employees
Manufacturing Industry
Electronic Learning
Instructional Materials
Age Differences
Gender Differences
Confidentiality
Stalker, Joshua Dylan
Dissertations/Theses - Doctoral Dissertations
English
The protection of proprietary information that users print from their information systems is a significant and relevant concern in the field of information security to both researchers and practitioners. Information security researchers have repeatedly indicated that human behaviors and perception are important factors influencing the information security of organizations and have called for more research. The aerospace and defense industry commonly deals with its own proprietary information as well its customers. Further, e-training is a growing practice in this industry, it frequently deals with proprietary information, and has unique information security challenge, thus, serves as additional context for this study. This study focused on the investigation of two constructs, user reading preference and user perceived risk of compromising printed proprietary information, as well as seven user demographics. These constructs reflect human behavior and risk perceptions associated with compromising printed proprietary information and, thus, provide valuable insights applicable into information security. This study developed a Reading Preference and Risk (RPR) Taxonomy, which allows users to be classified according to the aforementioned two constructs under investigation and provides insightful characterizations of information security risks. A survey based on existing literature, the primary constructs, and several demographics was implemented to assess two research questions and seven associated hypotheses. The survey was sent to 1,728 employees of an aerospace and defense organization. The response rate was 18% with 311 usable records. The results of the study showed that employees were dispersed across the RPR Taxonomy with 15.1% identified as potentially problematic to the protection of printed proprietary information. The overall results showed that the population had a reading preference for print materials and a high perceived risk for compromising printed proprietary information, as well as significantly higher print preference for e-training materials when it was necessary to retain the content in memory. Significant differences in the two constructs were also found across several demographics including age, gender, frequency of user exposure to proprietary information, the confidentiality level of the proprietary information a user is regularly exposed to, and previous user experience with the compromise of proprietary information. Recommendations for practice and research are provided. Moreover, several areas for future research are also presented. [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.]
ED551449
A Reading Preference and Risk Taxonomy for Printed Proprietary Information Compromise in the Aerospace and Defense Industry
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2678-4789-8
236
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548930
2015
As Provided
JAN2020
No
Leadership
Supervisor Supervisee Relationship
Measures (Individuals)
Student Evaluation
College Freshmen
Business Administration Education
Student Leadership
Correlation
Performance Factors
Grade Point Average
Predictor Variables
Sample Size
Communities of Practice
Mentors
Aikens, Shontarius D.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The study examined the relationship between leader-member exchange (LMX) and individual objective performance. While the LMX literature suggests a positive correlation between LMX and performance, a closer look at the research examined showed that the performance measurements were based on subjective measurements rather than objective measurements. Literature examining the effect on objective measurements is lacking. To determine the effect LMX has on objective measures of performance and to expand the LMX research literature, this theory was applied in a freshmen business learning community within higher education. Literature from four areas (LMX, performance, learning communities, and mentoring) provided the theoretical framework. Individual objective performance measures were collected for each student of the study population (N = 593) from institutional records. Participants were asked to assess the relationship quality with the peer leaders assigned to them using a modified version of the LMX-MDM (Liden & Maslyn, 1998). A correlational data analysis was run for the number of respondents (n = 88) in regard to peer leader-student LMX (independent variable) and three individual objective performance measures: Mid-term GPA (H[subscript 0] 1), Term GPA (H[subscript 0] 2), and first year grade exclusion, or FYGE (H[subscript 0] 3). No significant support was found establishing any correlation between the independent variable (LMX) and the dependent variables (individual objective performance measures). Overall, the findings of the study were inconclusive due to the small sample size, and recommendations regarding future replication studies and further advancement of LMX research literature is presented. [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.]
ED551450
Study of the Relationship between Leader-Member Exchange (LMX) and Individual Objective Performance within a University Learning Community
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4784-3
142
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548925
2015
As Provided
JAN2020
No
Career Academies
Military Training
High School Students
Academic Achievement
Public Schools
Urban Schools
Program Effectiveness
Pretests Posttests
Biology
Literature
Grade 9
Achievement Tests
Scores
Statistical Analysis
Neely, Sheryl Austin
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Low attendance, poor behavior, low test scores, and low graduation rates among at-risk students have created a concern in urban school districts. The purpose of this study was to illuminate the impact of Junior Reserve Officer Training Corps (JROTC) Academy programs on students' academic performance. The theoretical foundation of the research was based on Bronfenbrenner's ecological system theory, which holds that a child's environment can affect his or her development and success. A pretest-posttest nonequivalent control group design was employed to compare the biology and literature End of Course Test (EOCT) scores for 9th grade JROTC students and students from a traditional small school learning community. Research questions determined if there were significant differences between the groups's biology and literature EOCT scores, controlling for differences in pretest scores. Data were analyzed using Analysis of Covariance. Significant differences were found between JROTC academy students' and traditional students' EOCT biology scores. These results suggest that the JROTC academy concept might be useful in other urban environments with a high percentage of at-risk students. Positive social change could occur from this study by informing educators of the utility of the Junior ROTC academy concept for enhancing students' social development and academic achievement. [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.]
ED551451
Junior Reserve Officer Training Corps Career Academies and Their Impact on Academic Achievement in Urban Public Schools
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4752-2
104
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548918
2015
As Provided
JAN2020
No
Early Parenthood
Adolescents
Mothers
At Risk Students
Barriers
Child Care
Attendance Patterns
Grade Point Average
Graduation Rate
Statistical Analysis
Student Needs
Program Effectiveness
High School Students
Fernandez, Caroline
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
Teen motherhood is a problem in the United States, resulting in higher drop-out rates, lower GPAs, and worse attendance rates than for female teens without children. To address issues that teen mothers face, the California Department of Education implemented the Cal-SAFE program; however, budget cuts have closed many of the Cal-SAFE sites. While a full-scale assessment was conducted on Cal-SAFE's overall statewide program in 2010, the child care portion of the program was not researched with respect to GPA, attendance rates, and graduation rates. The purpose of this study was to investigate the impact of the Cal-SAFE program's child care services and its effect on attendance rates, GPAs, and graduation rates of teen mothers. Social support theories provided the framework for this study, specifically demonstrating the importance of providing support services for teen mothers enrolled in a Cal-SAFE program. Research questions addressed differences in attendance rates, GPAs, and graduation rates between teen mothers who used Cal-SAFE's child care services and those who did not. A between-group analysis of variance as well as a chi square analysis was used to analyze data from 118 Cal-SAFE participants who either used or who did not use the child care services. Mothers who used child care services had significantly higher attendance rates and significantly higher GPAs than mothers who did not use the services. Similarly, mothers who used child care services had significantly higher graduates rates than mothers who did not use the services. Implications for social change include providing research-based data on the efficacy of the Cal-SAFE child care program to decision makers, both within and outside of California; implementation of Cal-SAFE's philosophy in other programs may, in turn improve educational outcomes for teen mothers. [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.]
ED551452
Effect of Child Care Support on the Academic Achievement of Teen Mothers
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4750-8
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548916
2015
As Provided
JAN2020
No
Alternative Assessment
Psychometrics
Item Response Theory
Models
Disabilities
Test Construction
Test Theory
Scoring
Test Items
Difficulty Level
Ability
Correlation
Rao, Vasanthi
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
In 1997, based on the amendments to Individuals with Disabilities Education Act (IDEA), all states were faced with a statutory requirement to develop and implement alternate assessments for students with disabilities unable to participate in the statewide large-scale assessment. States were given the challenge of creating, implementing, and executing these tests within a short period of three years. In most cases, innovative assessments were developed by tweaking, combining and modifying traditional assessments already in place for non-disabled students. When changes were made to the traditional assessment program, the psychometric properties associated with the test and scores are likely to differ due to the unique characteristics of the student population and testing program. However, few changes had been made to the traditional analyses of scores of students with disabilities. This study examines the impact of changes to three psychometric elements--design, examinee population and analysis issues on ability and item estimates from the assessment computed using Rasch measurement model. Using data from a statewide selected response alternate assessment designed for students with disabilities in southern United States, the impact of test design and analysis decisions related to partial credit scoring, analyses within homogeneous groups and treatment of lead questions were examined to determine the effect on test outcomes. We examined estimates of item difficulty and ability as well as a select sample of items and students' scores to compare them to estimates from "original" analyses. The results indicated considerable variability of student scores and differential impacts on item measures based on the choices or a combination of choices made during analyses. Clear patterns of change in scores when the lead questions were treated as correct seem to suggest a systemic change in item measures. High correlations between student scores from the homogeneous and the heterogeneous group analyses indicated little difference between the two. The findings in this study provided evidence for building validity evidence for an assessment, decisions made in computing psychometric measures need to be explicitly based on theory and aligned to the use and the interpretations of scores. [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.]
ED551453
Impact of Psychometric Decisions on Assessment Outcomes in an Alternate Assessment
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4736-2
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548904
2015
As Provided
JAN2020
No
Teacher Attitudes
Secondary School Teachers
High Schools
Language Arts
English Teachers
Technology Uses in Education
Qualitative Research
Case Studies
Constructivism (Learning)
Multiple Intelligences
Problem Based Learning
Technology Integration
Teaching Methods
Interviews
Observation
Coding
Classification
Access to Computers
Faculty Development
Teacher Competencies
Davidson, Leavery Y. Jefferson
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was supported by theories of constructivism, multiple intelligences, and problem-based learning. The guiding research questions sought to explore teachers' perspectives regarding integrating technology within the ELA curriculum. Qualitative data were collected via face-to-face interviews, field notes from classroom visits, and unobtrusive documents which included lesson plans and check-out logs for equipment from 8 participants. Open coding was used as themes emerged during the data analysis. A qualitative typological analysis was used to analyze individual cases, and a cross-case analysis clustered themes from participants' interview responses. Findings suggested teachers' limited use of technology resulted from inadequate access to equipment, inability to troubleshoot minor technology problems, and the absence of training in learning activities. The project included professional development training sessions focused on technology use as a teaching tool. Recommendations include initiating opportunities for teachers to demonstrate proficiency in embedding technology as a pivotal teaching strategy in all disciplines. By providing effective technology training and embedding technology in instruction, students may be better prepared to compete in the technological society of the 21st century and global workforce. [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.]
ED551454
Teachers' Perspective on Using Technology as an Instructional Tool
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4734-8
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548902
2015
As Provided
JAN2020
No
Literacy
Academic Discourse
College Readiness
Writing Skills
Language Skills
Models
Writing Evaluation
Undergraduate Students
Communicative Competence (Languages)
College English
Evaluation Criteria
Native Speakers
English (Second Language)
Exit Examinations
Rating Scales
Warren, Sherry Louise
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Substantial changes to the undergraduate population at US universities have created a need for the development of a model of academic literacy and a corresponding means of measuring academic readiness that addresses contextualized, communicative English language competence. This paper presents a unified model of academic literacy which treats language competence and academic writing skills within a single contextualized framework. This model was then used to develop a writing assessment which evaluates writing products written by both native and non-native speaking populations within an undergraduate required English course. Academic literacy refers to the attainment of the communicative competence required for the student to gain membership in the university discourse community. As a construct which requires membership within the academic discourse community, academic literacy entails communicative competence. Researchers have found that academic writing is primarily composed of tasks which engage students with existing information and ask them to respond critically in a way that demonstrates learning (Hinkel, 2009). The unified model takes into account the central nature of these kinds of writing tasks to university success. A program completion task was developed with respect to the established criteria based on the unified model. Successful completion of the exit task confirms that the student is able to meet the academic writing demands typically encountered in US university coursework; the assessment addresses language competence and effective implementation of academic writing skills as defined by the common core state standards initiative for ELA and repeated in required university English course curricula. In other words, the exit task evaluated by the established assessment criteria determines whether the student exhibits academic readiness, a construct which addresses situated communicative competence. The assessment was validated and determined to be a reliable tool for assessing academic readiness of native and non-native speakers of English, informing decisions to promote students to academic study. In addition to use as an exit test, the rating scale will be used in the ESL classroom to clearly articulate and motivate effective preparation for academic writing tasks by non-native speakers in IEPs. [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.]
ED551455
Establishing a Unified Model of Academic Literacy and a Method for Measuring Academic Readiness
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4732-4
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548901
2015
As Provided
JAN2020
No
Learning Theories
Computer Science Education
Computer Software
Multimedia Materials
Constructivism (Learning)
Behavior Theories
Statistical Analysis
Pretests Posttests
Behaviorism
Reed, Cajah S.
Dissertations/Theses - Doctoral Dissertations
English
This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students ultimately get the most out of any particular software program. The study's value comes from additional significant information added to the established constructivist and instructivist debate, which is important to psychologists and educators. The design of the study was a randomized quantitative experiment with an analysis of covariance design employing four groups, gathered using convenience sampling, in a pretest, posttest model to analyze multiple independent variables. Further design parameters included a 2 X 2 Factorial Design, 0.05 significance, large post hoc Cohen f effect size for learning theory, and 89% power. The sample was 167 students enrolled in Digital Image Manipulation, Digital Layout, Digital Illustration, or Digital Typography classes during two quarters of 2012. The participants were analyzed in their normal classroom environment using an online test/lesson/test exercise. The instrument was Photoshop CS5 and InDesign CS5 uCertify Adobe Certified Expert (ACE) exam preparation guides. Research Question 1 stated: Is constructivist or behavioral learning theory more beneficial when teaching multimedia software? A significant finding for Research Question 1 indicates a difference between the learning theories behaviorism and constructivism. The behaviorist group scored higher than the constructivist group. Research Question 2 stated: Is there a difference in the effectiveness of learning between Photoshop and InDesign when teaching multimedia software? There was no significant finding for Research Question 2; therefore, no difference was found between Photoshop and InDesign. Research Question 3 stated: Are there interactions between learning theory and software with regards to teaching multimedia software? No interaction was found between learning theory and software. According to the current study, teachers who instruct their courses through a problem-based constructivist method should consider a behaviorist approach. A behavioral learning curriculum is especially important if the class is instructing Adobe software. [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.]
ED551457
Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4723-2
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548893
2015
As Provided
JAN2020
No
Special Education Teachers
Disabilities
Teaching Experience
Phenomenology
Qualitative Research
Interviews
Teacher Attitudes
Keeler, Kristy M.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
The purpose of this study was to increase understanding of the lived experiences of special education teachers. The Giorgi phenomenological model was utilized for this qualitative project. The study looked in detail at the lived experiences of five special education teachers actively working in Pennsylvania schools. Information gathered came from in-depth interviews with the teachers who shared candid views and perceptions of their experiences. It was predicted that they would provide unique perspectives to the experience, including positives and challenges that they live daily. Knowledge gained from this project should provide knowledge of common fundamental themes unique to this sample. [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.]
ED551458
A Phenomenological Exploration of the Lived Experience of Special Education Teachers Working with Special Needs Children
ProQuest LLC
Psy.D. Dissertation, Capella University
2012-00-00
978-1-2678-4717-1
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548890
2015
As Provided
JAN2020
No
Case Studies
Communities of Practice
Teaching Methods
Teacher Attitudes
Administrator Attitudes
Faculty Development
Program Effectiveness
Teacher Collaboration
Interaction
School Districts
Teacher Competencies
Science Teachers
Science Instruction
Carpenter, Dan
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
Nebraska
Nebraska
English
The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators and administrators were asked what types of practices teachers took from collaborative professional learning communities and tried in their classrooms. This reputation-based, multiple-site case study was important to Nebraska educators because many school districts had implemented professional learning communities in a variety of forms in the schools. There had been little, if any, investigation on what impact professional learning communities have had on teacher practice and the extent to which that had impacted students. This study focused on the teachers' perceptions of the impact professional learning communities had on their pedagogical practice as a result of collaboration and interactions in professional learning communities. This study involved three schools in one Midwestern school district. The schools and district had operated professional learning communities for 6 years. The researcher found that professional learning communities had impacted teacher practice in that teachers had changed what they do from a pedagogical standpoint, as a result of interactions and collaboration in professional learning communities. The extent to which teacher pedagogical practice had been impacted is open to judgment. The fact that teachers had positively changed their pedagogy as a result of professional learning community function, including collaboration and interactions in professional learning community groups, is not open to judgment, as that is the primary finding of this study. [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.]
ED551459
Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-8730-9
245
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546015
2015
As Provided
JAN2020
No
Administrator Attitudes
Public Schools
Preschool Education
Academic Achievement
At Risk Students
Program Implementation
Barriers
Decision Making
Mixed Methods Research
Online Surveys
Interviews
Florendo, Jacqueline M.
Dissertations/Theses - Doctoral Dissertations
Nebraska
Nebraska
English
Preschool Education
Early Childhood Education
The purpose of this research study was to examine Nebraska public school administrators' perceptions about Pre-K and its impact on student achievement for at-risk children. The research study provided information on factors that influence school administrators' decisions to provide Pre-K programs. Demographic data was gathered from each participant so common group data, such as rural and non-rural disaggregated data, could be used to better analyze results and identify restrictions to implementation of Pre-K programs in schools and school districts. An explanatory, sequential, mixed methods study was conducted during the spring and summer of 2012. The study initially gathered data using an online survey sent to elementary principals and superintendents in all public school districts in Nebraska. Interviews with a selected sample of Nebraska elementary school principals and superintendents were conducted following the survey to expand on the data results gathered from the quantitative study. [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.]
ED551460
Nebraska Public School Administrators' Perceptions of Preschool Education
ProQuest LLC
Ed.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-8735-4
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546018
2015
As Provided
JAN2020
No
Academic Achievement
Teacher Effectiveness
Secondary School Teachers
Educational Strategies
Mathematics Teachers
Science Teachers
English Teachers
Social Studies
Online Surveys
Teacher Surveys
Interviews
Cooperative Learning
Small Group Instruction
Comparative Analysis
Prior Learning
Educational Objectives
Nunnally, Gary S.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Research literature is full of research-based instructional strategies that highly effective teachers utilize on a consistent and systematic basis. And, it is well known that in multiple fields there exists a gap between what people know and what they actually do, commonly referred to as the knowing-doing gap. This study sought to examine whether this same gap exists in the field of education. In other words, this study sought to describe what high school mathematics, science, English, and social studies teachers know about effective instructional strategies and what they actually do in their classrooms. The researcher reviewed studies, books, journal articles, and other professional literature in order to identify what the most effective teachers know and ostensibly should do in their classrooms. The result was the identification of ten highly effective instructional strategies: learning objectives, accessing prior knowledge, delivery of new declarative information, delivery of new procedural information, application of new information, summarizing or generalizing, note taking, comparing similarities and differences, providing reinforcement or recognizing effort, and cooperative learning or small group work. From these ten strategies, the researcher developed a web-based survey designed to measure all ten of these strategies. High school mathematics, science, English, and social studies teachers were invited to participate in the study. From the survey three teachers expressed a desire to complete a follow-up interview and of those three, two completed the interview. The results indicated that there may be a gap between what teachers profess to know and what they actually do in their classrooms. Given these findings of what teachers know and what teachers do, the researcher recommends that teacher preparation courses, educational service units, and district level professional development focus on efforts to help close the teacher knowing-doing gap, and ultimately improve student learning. [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.]
ED551461
Improving Student Learning: Examining the Teacher Knowing-Doing Gap
ProQuest LLC
Ed.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-8753-8
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546031
2015
As Provided
JAN2020
No
Virtual Classrooms
Educational Technology
Grade 7
Grade 8
Grade 9
Grade 10
Language Arts
English Teachers
Science Instruction
Case Studies
Qualitative Research
Questionnaires
Teacher Attitudes
Student Attitudes
Documentation
Coding
Classification
Direct Instruction
Summative Evaluation
Individualized Instruction
Teaching Methods
Small Group Instruction
Technology Uses in Education
Interaction
Inquiry
Tustin, Rachel Sarah
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 8
Grade 9
High Schools
Grade 10
Virtual K-12 schools have rapidly become a popular choice for parents and students in the last decade. However, little research has been done on the instructional practices used in virtual courses. As reflected in the central research question, the purpose of this study was to explore how teachers provided instruction for Grade 7-10 students in both English language arts and science courses in a virtual school in a southern state. The conceptual framework was based on Piaget's theory of cognitive development and Garrison, Anderson, and Siemens' research on instructional design. The units of analysis in this qualitative, comparative case study were four virtual courses; the data were collected from teacher and student questionnaires, threaded student discussions, student work samples, and archival records. The first level of data analysis involved coding and categorization using the constant comparative method, and the second level involved examining the data for patterns, themes, and relationships to determine key findings. Results indicated that a standardized virtual course design supported teacher use of direct instruction and summative assessments and some individualized instruction to deliver course content, including adjusting the course pace, conducting individual telephone conferences, and providing small group instruction using Blackboard "Elluminate." Opportunities for student interaction and inquiry learning were limited. This study is expected to contribute to positive social change by providing educators and policymakers with an awareness of the critical need for further study of research-based instructional practices in K-12 virtual courses that would improve student learning. [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.]
ED551463
English Language Arts and Science Courses in a Virtual School: A Comparative Case Study
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-8827-6
300
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546070
2015
As Provided
JAN2020
No
Academic Libraries
Strategic Planning
Librarians
Qualitative Research
Content Analysis
Change
Research Universities
Bracke, Paul J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Academic librarianship is a profession in the midst of change. Embedded within multiple social spheres, academic librarians are adapting to changes in higher education, the sociotechnical environment of information, and the system of professions. This research investigates the ways in which academic librarians publicly present the ways in which they are aligning themselves in the face of academic capitalism. Using a qualitative approach of document analysis of research library strategic plans, this study explores the ways in which academic librarians express their perceptions of changes in higher education, of changes in the sociotechnical environment of information, and of changing professional jurisdiction and relationships. The theoretical framework, based on Abbott's System of the Professions and Linked Ecologies. The study analyzes strategic plans from 75 American research universities from the membership of the Association of Research Libraries and the Association of American Universities. Academic librarians were found to be re-establishing claims to existing jurisdictions while also making new claims. They described their roles in 4 ways: Supporting, Collaborating, Competing, and Leading. These relationships demonstrate attempts to demonstrate centrality to the campus by strengthening institutional prestige and quality by strengthening the library itself, by contributing to the academic activities of faculty and students through supportive and collaborative activities, and by leading change in academia by leading changes in the system of scholarly communication. They also exhibited entrepreneurial behaviors by seeking to connecting to external sources of income, particularly through grant-seeking and private fundraising. There was also evidence that academic librarians perceived impacts of changes in the sociotechncial environment on their instructional roles, and on the ways they provide and manage scholarly research collections. Finally, there was some evidence of linkages between higher education and information environments, with mass digitization and search as hinge issues and librarian activities in publishing an scholarly communications as avatar activities. [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.]
ED551464
Public Presentations of Professional Change in Academic Research Library Strategic Plans
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-3204-7
365
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548021
2015
As Provided
JAN2020
No
Private Colleges
Decision Making
Educational Finance
Administrators
Governing Boards
Small Colleges
Measures (Individuals)
Compliance (Legal)
Qualitative Research
Surveys
Interviews
Tuition
Enrollment
Barriers
Time Management
College Presidents
Administrator Attitudes
Best Practices
Organizational Culture
Reissenweber, Beth
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
This study explored whether financial leaders and institutional governing boards use financial indicators as a tool to inform decision making, solely as a compliance measurement tool, or not at all. The purpose of this qualitative study was two-fold to: (a) identify the use of financial indicators in strategic decision making, and (b) investigate how institutions use financial indicators to support governing boards in making strategic decisions. The data were obtained from a survey of 214 financial officers to identify the use of financial indicators, and in-depth interviews with leaders from six institutions who indicated strategic use of financial indicators to inform governing boards. The findings indicated that most financial officers compute financial ratios which measure tuition dependency, enrollment trends, and institutional discount rates. The majority of financial officers, however, do not use financial indicators to inform decision making with their governing boards. A number of barriers confront financial officers including: lack of time, understanding and interest of the president and governing board, "traditional think," and a culture that is slow to change. Financial officers must obtain approval from the institution's president as the gatekeeper in order to focus on a specific financial indicator with the governing board. The financial indicator must be presented to the board in a consistent, clear, and transparent manner. The financial officer must be an excellent communicator in his/her delivery of financial data. The study supported findings from the literature that financial indicators must be linked to planning to promote strategy and create meaning in order to inform decision making. These findings should be of interest to institutional leaders who seek ways to improve the use of financial indicators to inform strategic decision making. Additionally, the study contributed to identifying best practices to share with financial officers who persevere in advocating the use of financial indicators to create meaning and promote institutional financial health. [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.]
ED551466
Financial Indicators in Strategic Decision Making: Recommended Practices for Financial Officers at Small Private Colleges and Universities in the Midwestern United States
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-8759-0
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546035
2015
As Provided
JAN2020
No
Principals
Elementary Schools
Elementary School Teachers
Administrator Role
Administrator Attitudes
Cooperation
School Buildings
Case Studies
Work Environment
Academic Achievement
Achievement Gains
Interviews
Institutional Mission
Goal Orientation
Models
Trust (Psychology)
Coaching (Performance)
Personality Traits
Generational Differences
Interpersonal Communication
Meetings
Teacher Selection
Instructional Leadership
Sullivan, Bradley D.
Dissertations/Theses - Doctoral Dissertations
Nebraska
Nebraska
English
Elementary Education
The purpose of this case study was to develop an understanding of the elementary principal's perceived role in creating and sustaining a collaborative workplace environment within their school. Collaboration among education professionals, when used effectively, is one strategy that has demonstrated improvement of instruction and student learning. As such, in this context the role of the principal becomes more complex and challenging. This study examined the perception of the elementary principal's role regarding the establishment and perpetuation of a collaborative workplace environment for teachers that is focused on improving student learning within their buildings. In-depth interviews were conducted with 12 elementary principals working in a suburban public school district in Nebraska. This study revealed several perceived roles when it came to creating and sustaining a collaborative workplace for teachers: creating and sharing of a vision, modeling and using collaboration to make decisions at an administrative level, facilitating vertical team collaboration, creating an environment with a high level of trust, serving as a guide and coach for teachers in the collaborative process, addressing negative and challenging personalities that interfere with the collaborative process, considering the impact of generational differences among teachers, encouraging open communication amongst staff, systematizing a building specific process for data collection and collaboration meetings, establishing building-wide data teams, evaluating if changes are needed to increase collaboration, hiring only people willing to collaborate, and creating a culture where collaboration is the expectation. [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.]
ED551467
The Perceptions of Elementary Principals about Their Role in the Establishment of Collaborative Workplaces in Their School Buildings
ProQuest LLC
Ed.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-8778-1
77
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546037
2015
As Provided
JAN2020
No
Accountability
Undergraduate Students
Transfer Students
Community Colleges
Postsecondary Education
Educational Attainment
Graduation Rate
Student Characteristics
Resource Allocation
Academic Achievement
Tinney, Tina Molero
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Institutions of higher education have experienced increased scrutiny. Legislative and policy developments rapidly impact institutional accountability and student access. While various accountability measures are available to assess institutional quality and student success, information currently collected is not sufficient for a broader understanding of the portrait of students that migrate through the higher educational pipeline. With increasing numbers of students exhibiting patterns of multi-institutional enrollment, the mechanics of assessment neglect to consider entire subgroups of students who do not fit metric profiles. Greater numbers of students are beginning their academic careers in the community college environment. These institutions have uniquely different missions and environments as compared to the four-year setting. In order to effectively increase educational attainment rates nationally, more students must successfully navigate through multiple environments in an effort to obtain a baccalaureate degree. This study aimed to investigate factors that characterize both the undergraduate student populations and their utilization of environmental resources in regard to their effect on successful student outcomes. The study employed Astin's I-E-O model and incorporated biological principle for the simultaneous study of entering student characteristics and environmental resource use on student success. Analysis was performed with a biological perspective to determine resource use with potential application for resource allocation. Findings indicated no significant differences between native and transfer populations in regard to resource use of academic and social resources but confirmed both of these resources as contributing significantly to student success. [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.]
ED551468
Factors Influencing Successful Student Outcomes between Transfer and Native Populations in a Postsecondary Environment
ProQuest LLC
Ed.D. Dissertation, Southeastern Louisiana University
2012-00-00
978-1-2677-8791-0
189
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546044
2015
As Provided
JAN2020
No
Cross Cultural Studies
Self Efficacy
Teacher Education Programs
Art Education
Teacher Attitudes
Teaching Methods
Observation
Qualitative Research
Personal Narratives
Elementary School Teachers
Ethnography
Interviews
Phenomenology
Interdisciplinary Approach
Academic Education
Foreign Countries
Silver, Jana L.
Dissertations/Theses - Doctoral Dissertations
Japan
United States
Japan
United States
English
Elementary Education
Through observations, life history research, and qualitative data analysis, this study seeks to answer the question: Who and what influences elementary school teachers to ultimately use or not use art in their current classroom practice? This study examines the personal histories of nine elementary school general education teachers in the United States and Japan. Through reflections upon life history, pre and post teacher education this study investigates what influences the use of the arts in teaching practice and what influences the recognition of the arts as a vehicle for learning in a cross cultural context. In order to have a deeper understanding of this study investigated what ultimately contributed to the shaping of trajectory and developing these beliefs which influence self-efficacy in the arts before entering into a teacher education program. It is with this self- efficacy already in place that teacher education programs make a mark on pre-service teachers' beliefs about arts integration, which ultimately leads to a new teacher's decision whether or not to practice using an arts integrative approach to teaching. This is a Cross-Cultural Comparative Ethnography. Using phenomenological based interviews and observations. The data was analyzed through a recursive analytic process which included both a deductive and an inductive approach. The study found four central concepts which reoccurred across the data sets. They are influences, self- efficacy, teacher education, and agency. The findings make explicit the similarities and differences across two cultures of how teacher's education, teacher's practice, and student learning are all influenced by the recognition of the arts within academic content areas. [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.]
ED551469
Personal History and Present Practice: A Cross Cultural Study of the Influences on Arts Integration in the United States and Japan
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8801-6
311
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546052
2015
As Provided
JAN2020
No
Physics
Science Instruction
Simulation
Group Discussion
Large Group Instruction
Hands on Science
Computer Uses in Education
Small Group Instruction
Mixed Methods Research
Pretests Posttests
Coding
Case Studies
Comparative Analysis
Teaching Methods
Teacher Attitudes
Video Technology
Visual Stimuli
Scientific Concepts
College Preparation
Honors Curriculum
Educational Technology
High School Students
Secondary School Science
Stephens, A. Lynn
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class discussion format in approximately half of the class sections and in a hands-on-computer small group format in matched class sections. Analysis used a mixed methods approach where: (1) quantitative methods were used to evaluate pre-post data; (2) open coding and selective coding were used for transcript analysis; and (3) comparative case studies were used to consider the quantitative and qualitative data in light of each other and to suggested possible explanations. Although teachers expressed the expectation that the small group students would learn more, no evidence was found in pre-post analysis for an advantage for the small group sections. Instead, a slight trend was observed in favor of the whole class discussion sections, especially for students in the less advanced sections. In seeking to explain these results, qualitative analyses of transcript and videotape data were conducted, revealing that many more episodes of support for interpreting visual elements of the simulations occurred in the whole class setting than in the matched small group discussions; not only teachers, but, at times, students used more visual support moves in the whole class discussion setting. In addition, concepts that had been identified as key were discussed for longer periods of time in the whole class setting than in the matched small group discussions in six of nine matched sets. For one of the lesson sequences, analysis of student work on in-class activity sheets identified no evidence that any of the Honors or College Preparatory students in the small groups had made use in their thinking of the key features of the sophisticated and popular physics simulation they had used, while such evidence was identified in the work of many of the whole class students. Analysis of the whole class discussions revealed a number of creative teaching strategies in use by the teachers that may have helped offset the advantage of hands-on experience with the simulations and animations enjoyed by the small group students. These results suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work, and appear to offer encouragement to teachers who do not have the resources to allow their classes to engage regularly in small group work at the computer. Furthermore, these examples suggest the somewhat surprising possibility that there may be certain instructional situations where there is an advantage to spending at least part of the time with a simulation or animation in a whole class discussion mode. [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.]
ED551470
Student Recognition of Visual Affordances: Supporting Use of Physics Simulations in Whole Class and Small Group Settings
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8807-8
424
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546058
2015
As Provided
JAN2020
No
Disabilities
Special Education
Special Education Teachers
Administrators
Administrator Attitudes
Teacher Attitudes
Teacher Role
Administrator Role
Power Structure
Participative Decision Making
Q Methodology
Demography
Teacher Characteristics
Administrator Characteristics
Predictor Variables
School Districts
Institutional Mission
Teacher Collaboration
Cooperation
Special Needs Students
Teacher Competencies
Tudryn, Patrick R.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this dissertation is to investigate the perceptions of distributed leadership held by 15 administrators of special education and 15 special education teacher leaders invited to perform a Q-sort, rank ordering 40 statements representing distributed leadership attributes. The research questions that guided this investigation included: 1) Are there any clusters of participants who ranked the leadership statements similarly and differently; 2) Are the clusters related to demographic or personal characteristics associated with the participants; 3) Were there similarities as to how the items were ranked by the participants among the clusters; 4) Are there themes depicting the clusters based on the statement rankings; and 5) To what extent is there a relationship between the cluster composition, demographic and district variables? Results revealed two factors of participants who sorted their cards similarly, the priority given to each statement representing distributed leadership traits, and the preferred attributes associated with each factor. Each factor was further examined to determine how the demographics of the participants contributed to the similar sorts. This study demonstrates the importance of special education leaders developing an understanding of both the organization's purpose as well as the staff members' needs, personalities, strengths, and skill sets. As special education leaders move across the continuum of distributed leadership, their leadership practices transition from distributing leadership tasks from a top-down model to creating a truly collaborative environment embedded into the organization as it becomes action oriented through continuous improvements in programming and instruction with students with special needs. This research will contribute to expanding the understanding of distributed leadership practices in the field of special education. Future research should be devoted to better understanding the relationship between special education and distributed leadership, and the influence special education leadership has on an organization's culture, student programming, and student achievement in relationship to state accountability measures. [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.]
ED551471
Examining Perceptions of Practices and the Roles of Special Education Leaders through the Distributed Leadership Lens
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Amherst
2012-00-00
978-1-2677-8813-9
187
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546064
2015
As Provided
JAN2020
No
Mothers
Fathers
Parent Attitudes
Child Rearing
American Indian Education
American Indians
Parent Participation
Child Development
Family (Sociological Unit)
Interviews
Tsosie, Berdina
Dissertations/Theses - Doctoral Dissertations
English
The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their children and to what extent each parent was involved in their children by gender and age. The objective of the interviews was to capture the perceptions of each parent as to child development and childrearing practices as well as the beliefs that they have on parental involvement. In the current study, the interviews provided information regarding attitudes and perceptions of parental involvement from the Navajo mothers and the Navajo fathers who participated in the study. By using probing questions, deeper insights into the understanding and perceptions of parental involvement were obtained. [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.]
ED551472
Parents' Perspectives in Their Child's Education in Two-Parent Households
ProQuest LLC
Ed.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2200-0
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547505
2015
As Provided
JAN2020
No
Terrorism
Emergency Programs
Likert Scales
School Safety
Administrator Attitudes
Content Validity
Reliability
Surveys
Guidelines
National Security
School Administration
Dube, Michael W. M.
Dissertations/Theses - Doctoral Dissertations
Rhode Island
Rhode Island
English
Elementary Secondary Education
This study examined the state of safety and terrorist attack preparedness in Rhode Island Schools as determined by Rhode Island school leader perceptions. The study is descriptive in nature as it gathers data to describe a particular event or situation. Using a researcher generated survey based on terrorist preparedness guidelines and suggestions in part from the Department of Homeland Security (2007), U.S. Department of Education (2007), National School Safety Center (2005), and National Association of School Resource Officers (2005), Rhode Island school administrators were asked to use a Likert rating scale to indicate levels of agreement with accepted terrorist preparedness strategies. Field testing was conducted to increase content validity and the statistical internal reliability of the instrument was calculated to have a reliability coefficient of 0.95 as calculated using Cronbach's Alpha. The responses of Rhode Island school administrators (N = 100) were examined and the study suggests that Rhode Island schools have potentially significant gaps in school safety and terrorist attack preparedness. [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.]
ED551473
Rhode Island School Terrorist Attack Preparedness
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-8994-5
181
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546109
2015
As Provided
JAN2020
No
Audits (Verification)
Classification
Public Agencies
Federal Government
Electronic Learning
Information Security
Internet
Information Systems
Comparative Analysis
Specialists
Johnson, Gerald D.
Dissertations/Theses - Doctoral Dissertations
English
As U.S federal government agencies have increased the use of the Internet to utilize technologies such as e-learning, U.S. federal government information systems have become more exposed to security vulnerabilities that may contribute to system attacks and system exploitation. U.S. federal government agencies are required to come up with their own security solutions for ensuring their information systems are secured, however, security experts are having difficulties identifying what is needed to classify their information systems as secured. The aim of this developmental study is to develop an audit classification index (ACI) to assist in identifying vulnerabilities and classifying electronic learning (e-learning) systems at U.S. federal government agencies. The study identified the requirements for performing an audit of e-learning systems in U.S. federal government agencies. After the requirements were identified, the study used the ACI to audit the federal e-learning systems using a black-box approach and classified the e-learning systems based on the results of the audit. Additionally, a comparative group of electronic government (e-government) systems were also audited and classified using the ACI to compare the results against the e-learning systems. This study sought to contribute to the body of knowledge regarding the information security of U.S. federal e-learning systems by developing an ACI that can be used to identify vulnerabilities and classify U.S. federal e-learning systems as secured, good, marginal, unsatisfactory, or unsecured. By identifying the vulnerabilities of a particular information system, security experts should have a better understanding of what is needed to secure and determine the security level of U.S. federal information systems. [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.]
ED551474
Development of an Audit Classification Index (ACI) for Federal E-Learning Systems Security Vulnerabilities
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2677-8226-7
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545596
2015
As Provided
JAN2020
No
Cognitive Style
Teaching Methods
Instructional Effectiveness
College Students
Mixed Methods Research
Measures (Individuals)
Focus Groups
Interviews
Questionnaires
Learning Activities
Positive Attitudes
Negative Attitudes
Bailey, Regina M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
In an information-saturated world, today's college students desire to be engaged both in and out of their college classrooms. This mixed-methods study sought to explore how replacing traditional teaching methods with engaged learning activities affects millennial college student attitudes and perceptions about learning. The sub-questions focused on how millennial college students describe their learning needs, how they view different teaching methods, what they perceive as effective learning, and what their predominant learning style preferences are. Focus groups, questionnaires, interviews, and a learning style inventory were used to explore the learning needs of millennial college students. This study focused on engaged learning methods versus traditional teaching methods. The results reveal that students prefer to be engaged and that they find the lecture method to be mostly disengaging. The students desire real-world, hands-on experiences to help them better understand their overall life experiences and to apply their learning to the world outside of the classroom. The learning styles inventory revealed that students prefer to learn in a variety of ways, but the predominant learning preference is the audio-visual-kinesthetic style. A person who prefers this learning style thrives on engaged, hands-on learning experiences. Overall, after taking a course with engaged learning activities, students have more positive attitudes about engaged learning methods and more negative attitudes towards traditional teaching methods, especially the lecture method. [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.]
ED551475
Square Pegs, Round Holes: An Exploration of Teaching Methods and Learning Styles of Millennial College Students
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1267-7823-28
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545599
2015
As Provided
JAN2020
No
Undergraduate Students
Student Attitudes
Statistics
Introductory Courses
Student Surveys
Statistical Significance
Regression (Statistics)
Gender Differences
Grade Point Average
Grades (Scholastic)
Educational Attainment
Student Projects
Data Interpretation
Graphing Calculators
Academic Achievement
Competence
Cognitive Processes
Attitude Measures
Probability
Mathematics Education
Colon-Rosa, Hector Wm.
Dissertations/Theses - Doctoral Dissertations
Puerto Rico
Puerto Rico
English
Higher Education
Postsecondary Education
Considering the range of changes in the instruction and learning of statistics, several questions emerge regarding how those changes influence students' attitudes. Equally, other questions emerge to reflect that statistics is a fundamental course in the university academic programs because of its relevance to the professional development of the students. To address these questions, this research studied the attitudes toward statistics of undergraduates who took introductory statistics courses. Also, it analyzed how those attitudes relate to different demographic and academic characteristics, including the academic success in these courses. Studying the students' attitudes toward statistics is vital since they affect the levels of academic achievement in the discipline. This study describes the attitudes toward statistics of 185 students from a particular campus of a private university in Puerto Rico located in the southern area, who took 1 of 4 introductory courses in statistics. Their attitudes were compiled using the Survey of Attitudes Toward Statistics (SATS). Students showed positive attitudes for the affective, cognitive competence, value, interest and effort subscales, and negative attitudes for the difficulty subscale. When the attitudes were compared according to different demographic and academic characteristics, significant statistical differences were found for gender, grade point average, year of studies, final grade in the introductory statistics course, and the use of group projects, real data, scientific and graphing calculators. Finally, a logistic regression model was determined to explain the academic success in the statistics course. From this analysis it was found that the following variables were related with attitudes: cognitive competence and value attitude subscales, and the use of data banks, real data and graphing calculator. Although all five variables in the model were statistically significant (p < 0.05), the two that were more decisive for the probability of academic success in the introductory statistics course were the use of real data and the cognitive competence attitude subscale. [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.]
ED551476
Actitudes de Estudiantes Universitarios que Tomaron Cursos Introductorios de Estadistica y su Relacion con el Exito Academico en La Disciplina
ProQuest LLC
Ed.D. Dissertation, University of Puerto Rico, Rio Piedras (Puerto Rico)
2012-00-00
978-1-2677-8234-2
205
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545601
2015
As Provided
JAN2020
No
Cross Age Teaching
Tutoring
Intervention
Preschool Children
Kindergarten
Early Childhood Education
Autism
Pervasive Developmental Disorders
Prompting
Individualized Instruction
Goal Orientation
Behavior Modification
Case Studies
Comparative Analysis
Outcomes of Education
Inclusion
Disabilities
Special Education
Mixed Methods Research
Gillies, Ann
Dissertations/Theses - Doctoral Dissertations
English
Kindergarten
Primary Education
Early Childhood Education
This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and a constant comparison analysis of qualitative data gathered from observations of students, students' written work, and a research journal. Quantitative results indicated all three young students performed the target behavior in the library with support from their cross-age tutors and this behavior maintained one month after intervention ended as evident through a maintenance probe; all three students made progress on the achievement of adaptive behavior goals in an inclusive environment from this intervention. Qualitative results indicated the cross-age tutoring experience was positive and powerful for all six participants involved as evident through the construction of six themes that emerged from the qualitative data. [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.]
ED551477
A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-8259-5
148
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545614
2015
As Provided
JAN2020
No
Student Behavior
Behavior Problems
High Schools
Urban Schools
School Size
Behavior Modification
Positive Reinforcement
Teaching Methods
Statistical Analysis
Referral
Attendance
Suspension
Fidelity
Effect Size
Program Effectiveness
Power, John
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small. [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.]
ED551478
The Effect of Implementing School-Wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-8268-7
250
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545621
2015
As Provided
JAN2020
No
Adult Development
Beliefs
Concept Formation
Metacognition
Transformative Learning
Learning Theories
Attitude Measures
Developmental Psychology
Graduate Students
Qualitative Research
Silverstein, Charles H.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Adult Education
Higher Education
Postsecondary Education
This qualitative study explores the correspondence between contemplative practices and "orders of consciousness" from a constructive-developmental perspective, using Robert Kegan's approach. Adult developmental growth is becoming an increasingly important influence on humanity's ability to deal effectively with the growing complexity of modern life. This study investigates the relationship between contemplative practices and adult development in a sample of highly educated adult students. Kegan posits that a central principle of mental organization is the subject-object relationship, wherein "object" refers to thoughts, beliefs, and relationships that consciousness can hold and observe, while "subject" refers to the meaning-making structure of the mind that holds the mental objects. Developmental growth is a process of increasing one's mental complexity through successive differentiations from that with which one identifies, gradually recognizing them as mental objects separate from oneself, and finally reintegrating these mental objects into a new and larger meaning-making structure. Kegan identifies six meaning-making structures he calls orders of consciousness. Most adults are in one of the three top orders of consciousness, or are in transitions between them. These three are termed "Socialized" mind, "Self-Authoring" mind, and "Self-Transforming" mind, with each successive order representing a more complex meaning-making mental structure. Adult development researchers have proposed theories linking contemplative practice to developmental growth, yet few studies have empirically investigated the relationship. This study of 19 participants, Ph.D. students from the California Institute of Integral Studies, used two primary instruments: (a) "Kegan's Subject-Object Interview" to measure order of consciousness and (b) a contemplative practices interview designed by this researcher to explore the meaning participants make of their contemplative practices. Notably, this study found that the participants at the Self-Authoring order of consciousness, with a few exceptions, tend to engage in contemplative practices that quiet the mind, are self-directed and eclectic in their type of practice, and have consistent and longer sessions of contemplative practice than participants at the Socialized mind order of consciousness. The results of this study are not generalizable due to its exploratory nature and small sample size; however, these findings are significant for the direction of future research. [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.]
ED551479
Contemplative Practices and Orders of Consciousness: A Constructive-Developmental Approach
ProQuest LLC
Ph.D. Dissertation, California Institute of Integral Studies
2012-00-00
978-1-2677-8270-0
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545623
2015
As Provided
JAN2020
No
Coaching (Performance)
Educational Practices
Teacher Attitudes
Teacher Surveys
Likert Scales
Individualized Instruction
Instructional Effectiveness
Teacher Effectiveness
Academic Achievement
Principals
Administrator Role
Educational Strategies
Instructional Program Divisions
Teaching Experience
Elementary School Teachers
Curriculum Implementation
Barry, Pamela K.
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Elementary Education
The challenges facing today's schools are greater than ever. The impetus to improve educational outcomes for all students and compete with the rest of the world has become one of the country's most important endeavors. Several important factors have been identified in research as supporting improved teaching in today's schools, the impact of student success, the impact of teacher efficacy, the support of an instructional coach or peer coach, and the support of the building principal and district superintendent. This study examined teacher perceptions of the impact that instructional coaching and the other factors had during the implementation of new instructional strategies. A researcher-developed survey instrument collected data from 40 classroom teachers in the Denison, Iowa Community School District who had been involved in using Sheltered Instruction Observation Protocol (SIOP) or Differentiated Instruction in their classrooms. A five-point Likert-type scale measured teacher perceptions of their levels of implementation of instructional change and the impact of instructional coaching, teacher efficacy, student success, principal support, and superintendent support. District instructional coaches also identified teacher levels of implementation for comparison to the teachers' self-identified implementation levels. Results of the study indicated a mismatch between the district instructional coaches' perceptions and those of the teachers. The district instructional coaches understood the teacher levels of implementation of new instructional strategies to be much higher than the teachers self-reported. The study also demonstrated that grade level and years of teaching experience mattered in whether or not instructional coaching was considered to be an important factor in classroom change. Elementary teachers and teachers with the least experience rated the support of an instructional coach highest. Basic users who were in the early stages of implementing instructional changes rated teacher efficacy as the highest impact factor and advanced users who were in the later stages of implementing instructional changes considered student success highest. Overall, the factor recognized by teachers as being the most motivating in making instructional changes in the classroom was student success. [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.]
ED551480
The Impact of Instructional Coaching on Teaching Practices
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2012-00-00
978-1-2677-8272-4
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3545625
2015
As Provided
JAN2020
No
Behavior Modification
Positive Reinforcement
Teaching Methods
Middle Schools
Middle School Teachers
Statistical Analysis
Rural Schools
Teacher Surveys
Teacher Attitudes
Disadvantaged Schools
Educationally Disadvantaged
Minority Group Children
Control Groups
Experimental Groups
Teacher Administrator Relationship
Job Satisfaction
Teacher Salaries
Teaching Load
Curriculum Design
Community Involvement
Teacher Qualifications
Royal, William A.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Middle Schools
Secondary Education
Junior High Schools
This study investigated the effect of the implementation of a School Wide Positive Behavior Support (SWPBS) Program on teacher morale. This quantitative study used the Perdue Teacher Opinionaire (PTO) to survey the faculties for two rural, Title I middle schools in Tennessee. Middle School 1 implemented the SWPBS program. Middle School 2 was the control group. The surveys were given to each school's faculty before implementation and after implementation at Middle School 1. The study examined the changes in the opinions of the two faculties for each of seven factors, rapport with the principal, satisfaction with teaching, salary, teaching load, curriculum issues, teacher status, and community support. Each question's responses on each administration of the Perdue Teacher Opinionaire were recorded. The differences in the mean responses for each question on the Perdue Teacher Opinionaire questions by each faculty were calculated. The results of the survey showed several factors' responses were skewed or had a small number of questions on the Perdue Teacher Opinionaire. An independent sample t-test was used for the statistical analyses. Overall, protected results show that we failed to reject the hypothesis on five of the research questions: satisfaction, salary, educational support, rapport with the principal and teaching load. Therefore, the study deduced that the teachers' opinions on their curriculum issues and status were affected by the implementation of the SWPBS. [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.]
ED551481
The Effect of School Wide Positive Behavior Support Programs on Teacher Morale
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-8868-9
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546079
2015
As Provided
JAN2020
No
Student Attitudes
College Students
Community Colleges
Global Education
World Views
Needs Assessment
Curriculum Development
Educational Change
Cultural Pluralism
Multicultural Education
Stevens, Vickie Hall
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Higher Education
Postsecondary Education
Two Year Colleges
The purpose of this dissertation was to survey community college students in order to evaluate their perceptions of the awareness and significance of global-mindedness or worldview of interconnectedness to the global community. The sample of participants included students at a 4-year community college in Florida. The results can be valuable and informative as a needs assessment in curriculum reforms to provide more globally minded courses and programs; consequently, better prepare graduates to compete in the global job market. [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.]
ED551482
Students' Perceptions on Issues Related to Globalization at a Four-Year Community College in Florida
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-8871-9
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546082
2015
As Provided
JAN2020
No
Information Literacy
Intellectual Disciplines
Writing (Composition)
Writing Instruction
Librarians
Librarian Teacher Cooperation
Web Sites
Writing Teachers
Interdisciplinary Approach
Accreditation (Institutions)
Veach, Grace
Dissertations/Theses - Doctoral Dissertations
English
Both librarianship and composition have been shaken by recent developments in higher education. In libraries ebooks and online databases threaten the traditional "library as warehouse model," while in composition, studies like The Citation Project show that students are not learning how to incorporate sources into their own writing effectively. This dissertation examines the disciplinary origins and current status of information literacy and makes a case for increased collaboration between Writing Studies and librarians and the eventual emergence of information literacy as a discipline in its own right. Chapter One introduces the near-total failure of information literacy pedagogy and the lack of communication between the two disciplines. Chapter Two traces the disciplinary evolution of information literacy from a new concept in the 1970s to its current status. Chapter Three examines the current state of affairs in information literacy by analyzing library and writing program websites to see if and how each addresses information literacy. Chapter Four provides the results of surveys of librarians and writing instructors wherein they describe information literacy teaching and assessment at their own institutions and lay out their visions for the future of information literacy. Chapter Five studies a librarian and a writing instructor who put some of these ideas into action over the course of the 2011-2012 school year. Chapter Six surveys the relationship of accrediting bodies to information literacy and provides recommendations for the future of information literacy instruction that will cross disciplinary lines and allow for both librarians and compositionists to play to their strengths as they establish the new discipline of information literacy. [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.]
ED551483
Tracing Boundaries, Effacing Boundaries: Information Literacy as an Academic Discipline
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-8873-3
230
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546084
2015
As Provided
JAN2020
No
Business
Intelligence
Decision Making
Churches
Organizations (Groups)
Phenomenology
Clergy
Organizational Effectiveness
Role
Conflict
Spiritual Development
Semi Structured Interviews
Attitudes
Outreach Programs
Felder, Charmaine
Dissertations/Theses - Doctoral Dissertations
English
Business intelligence (BI) involves transforming data into actionable information to make better business decisions that may help improve operations. Although businesses have experienced success with BI, how leaders of church organizations might be able to exploit the advantages of BI in church organizations remains largely unexplored. The purpose of the phenomenological study was to explore the perceptions of pastoral leaders concerning the potential usefulness of BI in church organizations. Conceptual support for the study was based on the premise that churches may also benefit from BI that helps improve decision making and organizational performance. Three research questions were used to examine the current role of BI in church organizations, the potential usefulness of BI in church organizations, and potential conflicts that might exist between spiritual and BI management objectives. Semistructured interviews were used to obtain data from 20 pastoral leaders. The data were analyzed using the modified Van Kaam method of analysis. The results indicated that pastoral leaders perceived that BI can be a useful technology in church organizations. Additionally, the pastoral leaders did not perceive any conflict between BI and church management objectives. Church leaders may be able to take advantage of BI to achieve their social outreach programs. As a result, local churches can have a greater social impact on the surrounding communities. [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.]
ED551484
The Potential Role of Business Intelligence in Church Organizations
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-8974-7
159
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546105
2015
As Provided
JAN2020
No
Higher Education
College Administration
Females
Women Faculty
Discourse Analysis
Feminism
Leaves of Absence
Fringe Benefits
Child Caregivers
Birth
Tenure
College Faculty
School Policy
Family Work Relationship
Allie, Jennifer Lynn
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Research has continued to suggest high institutional costs of not accommodating work-life balance, and institutions of higher education are recognizing the importance of formally addressing these issues in the increasingly competitive labor market. However, there is concern whether faculty members 1) are actually aware of policies; 2) feel safe in using work-life policies, particularly if they perceive them to be contested 3) and actually use policies. The research surrounding flexible tenure policies has also indicated that policies that lack the support of administration and academic colleagues have the propensity to serve as catalysts for hostile or overt bias for faculty who opted to utilize these policies. This study aims to spotlight how the discursive framing of childbearing and caregiving within the ideologies of tenure may disrupt or sustain the status quo of the committed, productive, present, and collegial ideal tenure track faculty member. The results are framed within a critical feminist policy discourse analytical framework with particular attention paid to the social, historical, and political contexts of the academy, including assumptions about the ideal worker norms of the tenured professoriate within research institutions. The method for data collection and data analysis was situated within a critical feminist policy discourse framework. The historic structure of the tenure track has been positioned as inconducive to balance and life integration, particularly for women. The policy and individual level discourse constructed caregiving in a way that may prove problematic for both male and female faculty parents, and even more problematic for the (re)production of the ideal tenure faculty cultural model. Nonbirth mothers and fathers who serve as primary caregivers must document and attest to their role in order to be eligible for the benefit. Consequently, the framing of the policy problem against the rhetoric of "women in the academy" results in institutional policy solutions and practices that focused on one category of faculty (read: women). [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.]
ED551485
There's a Policy: Nobody Bats an Eye at Babies Being Born, a Critical Feminist Policy Discourse Analysis of a Paid Parental Leave Policy
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2677-8969-3
294
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546103
2015
As Provided
JAN2020
No
Graduate Students
Writing (Composition)
Writing Instruction
Writing Teachers
Introductory Courses
Case Studies
Knowledge Base for Teaching
Teaching Assistants
Teacher Competencies
Undergraduate Study
Pedagogical Content Knowledge
Smyth, Kathleen McMonigle
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
In this study, I argue that those in the field of composition need to reclaim the important work of graduate student writing teachers and the introductory courses they teach. By conducting this feminist poststructural case study, I sought to add to current conversations about teacher knowledge and professional learning by affording graduate students the opportunity to "speak" as teachers and to discuss their developing professional subjectivities. Based on my analysis of writing TAs' understandings of teacher knowledge and professional learning, I drew the following conclusions: (a) teacher knowledge is intimately tied to TAs' own areas of study and is not necessarily linked to the content they are teaching (1st-year writing); (b) this disconnect between TAs' areas of study and their teaching positions within the University Writing Program creates tension between their subjectivities; (c) this tension may be problematic or productive in how TAs understand student writers; and (d) the changes writing TAs made to their second semester syllabi indicate that they were seeking ways to reconcile their teacher knowledge with the Writing Program's perspectives. The findings of this study indicate that providing opportunities for critical teacher reflection may serve to bring attention to introductory composition courses, the work of graduate instructors, and the learning for undergraduate students. [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.]
ED551486
The Competing Discourses of Teacher Training: How Graduate Students Negotiate the Everyday Realities of Subjectivities
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2677-8979-2
308
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546107
2015
As Provided
JAN2020
No
Suicide
Adolescents
Young Adults
Gender Differences
At Risk Persons
Resilience (Psychology)
Individual Development
Racial Differences
Ethnic Groups
Substance Abuse
Antisocial Behavior
Self Determination
Family Influence
Student School Relationship
Predictor Variables
Community
Grade 11
Intention
Regression (Statistics)
Beck-Cross, Cathy
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Grade 11
Secondary Education
High Schools
Youth suicide is a public health issue and the second leading cause of death for young Iowans ages 15 to 24 years, with young males six times more likely to die than their female peers (Iowa Department of Public Health, 2009). Suicide among adolescents is a complex issue, but there are patterns of individual, family, school, and community influences that contribute to the likelihood a young person will think about, plan, or attempt suicide. Examination of those patterns reveals that adolescent males have a different constellation of risk and protective factors impacting their likelihood of suicide (Kelly, Lynch, Donovan, & Clark, 2001) than adolescent females. Using Bronfenbrenner's (2005) bioecological model of human development, the purpose of this study was to determine the extent to which the macrosystem of race/ethnicity, and the microsystems of individual (risk behaviors of substance use and anti-social choices, and resilient behavior of self-determination), family (family engagement), school (school connectedness), and community (community support) predicted the suicide behaviors of intent or attempt in 11th grade males in the state of Iowa. Hierarchical regression analysis indicated each of the variables was predictive of either suicide intent or attempt, with substance use, anti-social choices, self-determination, family engagement, and school connectedness predictive of both of the suicidal behaviors. This study provides information about predictors of suicidal behaviors among young males, which can lead to the development of targeted strategies for prevention. Recommendations for policy and practice are provided for individual, family, school, and community interventions. [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.]
ED551487
Individual, Family, School, and Community Predictors of High School Male Suicidal Behaviors: An Analysis of 2010 Iowa Youth Survey Data
ProQuest LLC
Ed.D. Dissertation, Drake University
2012-00-00
978-1-2677-8993-8
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546108
2015
As Provided
JAN2020
No
Middle School Teachers
Secondary School Teachers
Teaching Methods
Classroom Techniques
Correlation
Comparative Analysis
Demography
Teacher Attitudes
Statistical Significance
Hypothesis Testing
Teaching Experience
Educational Attainment
Gender Differences
Rural Schools
Rating Scales
Statistical Analysis
Santiago, Deborah Albright
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Middle Schools
Secondary Education
Junior High Schools
Although teachers implement differentiated instructional techniques to provide students with enriching hands-on activities related to real life experiences, the implementation of instructional techniques has required teachers to rethink and revise their approaches to classroom management (CM). While a gap in research exists on current practices in the field of instructional and behavior management, empirical research is needed to understand the many facets involved with CM. The purpose of this correlation and causal-comparative study is to identify whether relationships exist between the demographic variables (gender, education degree, years of teaching experience, and school assignment) and CM practices used by a group of certified public middle school and high school teachers in more than two rural school districts in Georgia. Using a demographic questionnaire and the "Behavior and Instructional Management Scale," the target population for this study includes 220 full time certified middle school and high school teachers. The responses of the participants will be analyzed using the Statistical Package for the Social Sciences (SPSS) 16.0 and Microsoft Excel. A correlational and causal-comparative research design will be employed. [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.]
ED551488
A Study of the Relationship between Middle School and High School Teachers Instructional and Behavior Management Practices and Demographic Variables
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-8997-6
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546111
2015
As Provided
JAN2020
No
Engineering
Engineering Education
College Faculty
Doctoral Programs
Graduate Students
Qualitative Research
Interviews
Phenomenology
Knowledge Level
Problem Solving
Teaching Experience
Student Attitudes
Comprehension
Student Motivation
Teacher Student Relationship
Torres Ayala, Ana T.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions. The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering? Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis. Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences. Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering. The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies. In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research. [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.]
ED551489
Future Engineering Professors' Conceptions of Learning and Teaching Engineering
ProQuest LLC
Ed.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-9000-2
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546114
2015
As Provided
JAN2020
No
Computer Simulation
Second Language Learning
Second Language Instruction
Learner Engagement
Comparative Analysis
Teaching Methods
Multivariate Analysis
Conventional Instruction
Emotional Experience
Instructional Effectiveness
High School Students
Jacob, Laura Beth
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in comparison to the traditional face-to-face counterpart has been uncertain in terms of multidimensional student engagement. Research has a need to determine the impact of virtual worlds on student engagement in comparison to the traditional face-to-face environment. The study examined the effects of virtual world and face-to-face learning environments on high school foreign language students' emotional, cognitive, and behavioral engagement, as well as combined engagement. A two-way MANOVA was used to determine the effect of traditional face-to-face and virtual world learning environments on combined student engagement. A 2 x 2 analysis of covariance was used to determine the effect of traditional face-to-face and virtual world learning environments on emotional student engagement. A 2 x 2 analysis of covariance was also used to determine the effect of traditional face-to-face and virtual world learning environments on cognitive student engagement. A "t"-test was used to determine the effect of traditional face-to-face and virtual world learning environments on behavioral engagement. The study did not find evidence of overall, cognitive, emotional, or behavioral engagement difference between the two learning environments. The findings indicate the virtual world environment is similar to the traditional face-to-face environment in terms of student engagement. School administrators and teachers can benefit from this research when determining effective means of creating highly engaging learning environments for students. Virtual worlds can be a medium for engaging learning opportunities for students in face-to-face and virtual schools. Additional research in this area is recommended to determine the impact of virtual worlds with different student populations and subject areas. [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.]
ED551490
Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms
ProQuest LLC
Ed.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-9082-8
272
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546116
2015
As Provided
JAN2020
No
College Faculty
Best Practices
Educational Practices
Developmental Studies Programs
Public Colleges
Teacher Attitudes
Instructional Effectiveness
Response Rates (Questionnaires)
Demography
Predictor Variables
Pierce, Calisa A.
Dissertations/Theses - Doctoral Dissertations
West Virginia
West Virginia
English
Higher Education
Postsecondary Education
This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been identified in the literature as effective for developmental education. The study focused on two major areas related to the instructional practices surveyed: the degree to which faculty members perceive the practices to be effective, and the degree to which they report they employ the practices. The entire population of West Virginia full-time faculty members teaching developmental education regularly in public community and technical colleges was surveyed, with an 89.6% response rate. In addition, demographic information was collected and examined in an ex post facto design in order to determine whether there was a difference in faculty members' perceptions of instructional practice effectiveness and the frequency of use of these practices related to subject area taught and to various other independent demographic variables. Survey items with a majority of faculty ratings above mid-scale were designated as critically important; of the eighteen identified instructional practices, sixteen were designated as critically important. [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.]
ED551491
Best Instructional Practices in Developmental Education: Faculty Perceptions
ProQuest LLC
Ed.D. Dissertation, Marshall University
2012-00-00
978-1-2677-9087-3
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546121
2015
As Provided
JAN2020
No
Data Analysis
Artificial Intelligence
Comparative Analysis
Methods
Accuracy
Tables (Data)
Medical Services
Notetaking
Information Science
Finch, Dezon Kile
Dissertations/Theses - Doctoral Dissertations
English
Text analysis has become an important research activity in the Department of Veterans Affairs (VA). Statistical text mining and natural language processing have been shown to be very effective for extracting useful information from medical documents. However, neither of these techniques is effective at extracting the information stored in semi-structure text elements. A prototype system (TagLine) was developed as a method for extracting information from the semi-structured portions of text using machine learning. Features for the learning machine were suggested by prior work, as well as by examining the text, and selecting those attributes that help distinguish the various classes of text lines. The classes were derived empirically from the text and guided by an ontology developed by the Consortium for Health Informatics Research (CHIR), a nationwide research initiative focused on medical informatics. Decision trees and Levenshtein approximate string matching techniques were tested and compared on 5,055 unseen lines of text. The performance of the decision tree method was found to be superior to the fuzzy string match method on this task. Decision trees achieved an overall accuracy of 98.5 percent, while the string match method only achieved an accuracy of 87 percent. Overall, the results for line classification were very encouraging. The labels applied to the lines were used to evaluate TagLines' performance for identifying the semi-structures text elements, including tables, slots and fillers. Results for slots and fillers were impressive while the results for tables were also acceptable. [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.]
ED551492
Tagline: Information Extraction for Semi-Structured Text Elements in Medical Progress Notes
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-9101-6
251
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546129
2015
As Provided
JAN2020
No
Student Personnel Workers
Community Colleges
Competence
Leadership Qualities
Leadership Training
Professional Development
Administrator Attitudes
Leadership Effectiveness
Interpersonal Communication
Strategic Planning
Advocacy
Cooperation
Responsibility
Leadership Role
Surveys
Correlation
Social Networks
Conferences (Gatherings)
Mentors
Statistical Analysis
Price, Misty Renee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either 'very' or 'extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majority of research that has been conducted has focused on the position of president, even though there are several leadership positions within community colleges that are facing a leadership crisis. One such position is that of academic affairs officer. This study had two purposes. The first was to extend the research that has been conducted on the AACC leadership competencies by examining how community college academic affairs officers perceived the importance of and their own level of professional preparation in the identified competencies. The second was to examine the leadership development experiences that academic affairs officers identified as the most beneficial to their professional development as academic affairs officers. This study was a quantitative, descriptive, correlational design and used a questionnaire to collect data. The population for this study was academic affairs officers at public community colleges in the United States. The academic affairs officers that were included in the population were identified from the membership directory of the AACC. The survey instrument used for this study was based on the AACC leadership competency framework, as modified by Duree, which included 45 leadership competencies summarized into six leadership competency areas: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism. Using two four-point scales, academic affairs officers (n = 102) were asked to rate the importance of and their own level of professional preparation in the identified competencies. The survey instrument also asked academic affairs officers to rank the top five leadership development experiences that they feel have been the most beneficial to their professional development as academic affairs officers. In general, academic affairs officers believe that the AACC leadership competency areas are important for effective leadership in leading academic affairs. The most important leadership competency area was communication, followed by organizational strategy, community college advocacy, collaboration, professionalism, and resource management. In addition, academic affairs officers perceive that they are moderately or very well-prepared to perform many but not all of the identified competencies. For those identified competencies that academic affairs officers did not feel as prepared to perform, several were rated as important for effective leadership. Academic affairs officers ranked progressive job responsibilities as the leadership development experience felt to be the most beneficial to their professional development as academic affairs officers. Academic affairs officers then ranked challenging job assignments; participation in institutional task forces, committees, and commissions; and networking as the second, third, and fourth most beneficial leadership development experiences, respectively. The fifth most beneficial leadership development experience was networking, followed by attendance at conferences and specialized workshops. Based upon frequency totals, university-based degree programs and mentoring (role as mentee, not mentor) were also considered beneficial leadership development experiences. The significance of this study is that it provides practical, relevant, and timely information for both current practicing academic affairs officers and those who aspire to lead public community colleges in the position of academic affairs officer. The results of this study have several implications for practice. These implications include: to inform those persons seeking academic affairs officer positions of the relative importance of the AACC leadership competencies and the leadership development experiences deemed to be the most beneficial by a sample of incumbents; to inform leaders of higher education and professional development programs of the leadership competencies that should perhaps be included in the curricula of their programs; and to provide resources to be used by search committees in formulating desired qualifications and, later, in interviewing candidates for the position of academic affairs officer. [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.]
ED551493
Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-9112-2
204
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546132
2015
As Provided
JAN2020
No
Teaching Methods
Culturally Relevant Education
Action Research
Minority Group Students
At Risk Students
Achievement Gap
Academic Achievement
Administrator Role
Teacher Administrator Relationship
Educational Change
School Districts
Check Lists
Surveys
Observation
Cultural Background
Scores
Outcomes of Education
Teacher Attitudes
Knowledge Base for Teaching
Critical Theory
Race
Greenwood, Sylvia Joyce
Dissertations/Theses - Doctoral Dissertations
English
In public education we are faced with three realities: (1) our student population is diverse and growing in children of color; (2) children of color are the students most at risk of being caught on the negative end of the achievement gap; and (3) the adopted curriculum and instructional practices are predominately Eurocentric. There is a need to integrate culturally responsive practices to engage and promote success for our increasingly diverse student population. Critical race theory, equity pedagogy, culturally responsive pedagogy and liberation education inform the conceptual framework for this study. There is a plethora of theoretical work on culturally responsive pedagogy and a lack of work on how to implement pedagogies. The study examined the experiences of teachers attempting to implement culturally responsive practices and the role of the administrator, both as instructional leader and a co-constructor of knowledge. The participatory action research method allowed teachers to serve as co-researchers actively examining a current problem to effect change. Teachers and the administrator engaged in dynamic discourse about pedagogy, practice, and support. The data includes school district documents, surveys, classroom observations, and dialogues. The district's culturally responsive practice model included one day training and a walk-through checklist. School site staffs were asked to select two checklist areas to implement. The administrator and teachers participated in the district-mandated equity walkthroughs while simultaneously engaging in additional site-based sharing, developing and refining of culturally responsive practice. Analysis of dialogues, classroom observations and surveys revealed phases of development of culturally responsive practices at the school site. Teachers integrated students' cultural background and experience into curriculum and instruction. Teachers evaluated their ability to engage all students in learning. District leaders recognized increased student achievement scores at this site. Surveys indicated the majority of teachers did not find the District equity walkthroughs to be supportive, yet the majority of teachers indicate a high interest in continuing to implement culturally responsive pedagogy. Teachers recommend a model for culturally responsive pedagogy implementation that values teacher knowledge, teacher practices, teacher questions, teacher reflections, and co-construction of knowledge. [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.]
ED551494
Culturally Responsive Pedagogy: A Study of Implementation
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2011-00-00
9781267791405
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546134
2015
As Provided
JAN2020
No
Inquiry
Elementary School Mathematics
Mathematics Instruction
Teacher Attitudes
Elementary School Teachers
Suburban Schools
Teacher Collaboration
Culturally Relevant Education
Lesson Plans
Planning
Teaching Methods
Poetry
Case Studies
Learner Engagement
Attitude Change
Interviews
Pretests Posttests
Self Evaluation (Individuals)
Moore, Kathleen McCarroll
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
African American students, commonly designated a sub-group in assessment data reports, consistently score well below their peers in mathematics. A consequence of this phenomenon is that math teachers often feel obligated to provide remedial methods of instruction focused on recall and repetitive practice, believing that these strategies will result in an increase in mathematical proficiency and lead to a narrowing of the achievement gap. This practice is socially unjust, excluding low-achieving math students from experiencing intellectually challenging or engaging math content, and limiting their academic opportunities. This study was designed to explore teacher attitudes and practices through an inquiry case study at a Title 1 elementary school in a high-performing suburban school district. Five elementary teachers self-assessed at the beginning and at the close of the study; they participated in a series of collaborative sessions to examine culturally relevant pedagogy, and to plan, deliver, and revise lessons using instructional methods deemed considerate of the cultural strengths that individual students bring to the classroom. Taking the stance of poetry as a form of culturally relevant pedagogy allowed the researcher to infuse poetry texts and research articles linking math and poetry into every phase of the inquiry case study. Participants reported an increase in student engagement during math instruction which mirrored the participants' reported change in attitudes and instructional practices as determined through interviews, audio taped study sessions, and pre and post self-assessments. Analyzed and coded data culled from these sources revealed three major issues: students who struggle early continue to lag behind their peers, compartmentalization of math instruction leads to an inability to recognize its relevance, and lack of enthusiasm for math results in a lack of mathematical understanding. The research findings highlight the importance of establishing a community of practice built on trust in order to bring about change. Study participants reported that the strategies designed and implemented provided connections between language and math that made the learning experience more relevant and accessible. The study did not examine whether the increase in engagement resulted in increased mathematical comprehension although it did suggest a link between the two; further study is warranted. [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.]
ED551495
Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2012-00-00
978-1-2677-9141-2
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546135
2015
As Provided
JAN2020
No
Transformative Learning
Equal Education
Educational Change
Change
Faculty Development
Teachers
At Risk Students
Public Schools
Peters, Gregory
Dissertations/Theses - Doctoral Dissertations
English
In this dissertation study, I build from the research on transformative teaching (transformative for students), liberating theories (Liberating, Liberation and Liberating Theories) as well as literature about transformation, reflection and discourse to make the case that our historic and continuously inequitable results for students based on demographics (not the least which is racial identities) have less to do with gaining more knowledge and skill about of teaching and learning (the technology for how to equitably educate all our students exists) and less to do with the necessary tweaks in our system (redesign, restructuring, etc.). Rather, radical shift may lie in transformation. As a result of this literature review, I offer a conceptual model, which includes stages for interruptive experiences, making meaning and taking action. Through this facilitated participatory interpretive study, I define and focus on the Transformed Teacher. This study suggests that radical shift will require teachers to engage in ongoing work in order to reach and sustain at a minimum threshold of personal transformation in order to effectively work in and simultaneously against the hegemonic design of public schools in service of our least reached students, thus transcending their arguably intended roles to help manifest social reproduction. The question for this study basically asked how have those teachers who have engaged in their own transformation come to do so given the reproductive and seductive systemic forces? Based on the assumption that Transformed Teachers provide transformative experiences for traditionally least-reached students, this study first engaged "students-on-the-cusp" to reflect on and recommend teachers who have been transformative for them--and thus teachers who may have reached a minimum threshold of personal and professional transformation themselves. These teachers were then invited to participate in a daylong reflective writing and working retreat; the results served as the primary data for this study. Conclusions suggest that Transformed Teachers need to continuously develop their awareness of our educational system, themselves and others; commit to rigorous inquiry, reflection and discourse-professionally AND personally; alone, in (racial) affinity, and across difference, benefit from relationships with mentors, and must share their own--and listen to others' diverse stories. Results for this study could have implications for all levels of teacher development--from teacher education to hiring to ongoing teacher support and evaluation. Expanded, learning and implications may be transferable for creating parallel possibilities for our students themselves. [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.]
ED551496
Teacher Transformation: Transcending Hegemonic Roots
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2012-00-00
978-1-2677-9142-9
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546136
2015
As Provided
JAN2020
No
School Safety
Homosexuality
Sexual Orientation
Sexual Identity
Middle Schools
High Schools
Educational Environment
School Culture
Bullying
Social Bias
Gender Issues
School Policy
Social Justice
Curriculum
Social Support Groups
Professional Development
Mixed Methods Research
Program Effectiveness
Surveys
Focus Groups
Language Usage
Teacher Attitudes
Student Attitudes
Outreach Programs
Grade 9
Student Needs
Watson, Lori Anne
Dissertations/Theses - Doctoral Dissertations
California
California
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Grade 9
Schools contribute heavily to the feelings of isolation and stigmatization that many gay, lesbian, and bisexual youth experience. Research demonstrates that the climate of US middle and high schools are generally unsupportive and unsafe for many of these youth who are often susceptible to harassment, discrimination, and other negative events, often specifically related to their sexual orientation, gender identity, and/or how they express their gender. The research reports that in order to create safe schools for students who identify as LGBTQ, school districts must have 4 components in place: nondiscrimination policy specifically addressing sexual orientation and gender identity; inclusive curriculum; support groups for students; and staff development for teachers and support staff. San Leandro High School has a safe schools program which consists of the 4 components. This mixed methods study sought to analyze the program through an analysis of the school policies, programs and practices by answering the question, "How is the Safe Schools work at San Leandro High School impacting the climate for students who identify as LGBTQ"? Quantitative data was collected through the GLSEN Local School Climate survey. Qualitative data was collected through focus group interviews with staff members, heterosexual students, and LGBTQ students. Major findings of the study include the following: 1.) prevalent use of homophobic language; 2.) discomfort of staff regarding LGBTQ issues; 3.) limitations of the Safe Schools curriculum; 4.) the positive influence of Club Rainbow; 5.) fewer boys "out" than girls; and 6.) additional 9 th grade campus support needed. Recommendations made are: 1.) yearly program evaluation; 2.) reviewing and revising the Safe Schools curriculum; 3.) ongoing staff development and support for staff; 4.) continued support to the club rainbow advisor; 5.) outreach to gay boys as well as other gay students that are not "out"; and 6.) additional 9th grade campus support. This study supports the research that schools that implement the 4 components--nondiscrimination policy, inclusive curriculum, support groups, and staff development--do have safe(r) school climates for students who identify as lesbian, gay, bisexual, transgender, and questioning. These findings may help educators to better understand LGBTQ students and how to better support them in school; provide information to schools that don't have "safe schools" programs about how to start them; as well as make recommendations to schools that have existing programs in place as to how to strengthen them. [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.]
ED551497
"Wow...They Care, Right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2012-00-00
978-1-2677-9143-6
151
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546137
2015
As Provided
JAN2020
No
Mathematics Instruction
Teaching Methods
Experiential Learning
Manipulative Materials
Mathematics Achievement
Middle School Students
Secondary School Mathematics
Pretests Posttests
Scores
Statistical Analysis
Control Groups
Experimental Groups
Comparative Analysis
Low Achievement
High Achievement
Quasiexperimental Design
Grade 7
White, Kara Morgan
Dissertations/Theses - Doctoral Dissertations
Georgia
Mann Whitney U Test
Georgia
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school students. A quasi-experimental non-equivalent control-group design was used to examine 145, seventh-grade students from a North Georgia middle school. Data was collected to analyze if changes were experienced in pretest/posttest scores. A Mann-Whitney test was run and revealed initial group differences between the whole control and whole experimental groups, and also between average-achieving control participants and average-achieving experimental participants. An ANCOVA was then run to analyze the null hypotheses for the first and third research questions, revealing that there was no significant difference between posttest scores of the control and experimental groups when compared as whole groups. In addition, no significant differences were found between posttest scores of average-achieving participants in the control and experimental groups. Individual Mann-Whitney tests were used to examine the second and fourth research questions. The results showed that there were no significant differences between two of the subgroups (low-achieving control versus low-achieving experimental, high-achieving control versus high-achieving experimental) of the control and experimental groups. [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.]
ED551498
The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
9781267791726
114
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546139
2015
As Provided
JAN2020
No
College Faculty
Social Networks
Teacher Attitudes
College Curriculum
Professional Associations
Radiology
Medical Services
Feedback (Response)
Teaching Methods
DuBose, Cheryl
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Social media networks are a worldwide phenomenon encompassing multiple generations of faculty and students. As the World Wide Web has developed and grown, so has the ability of individuals to communicate across hundreds and thousands of miles via these social media networks. An exploratory survey of members in the Association of Educators in Imaging and Radiologic Sciences was completed and analyzed to determine faculty perceptions and use of social media in the medical imaging curriculum in the United States. Medical imaging faculty were asked if they own a personal social media account, a professional social media account, and if they use social media in the classroom. This study revealed that approximately 74 percent of faculty own a personal social media account, while approximately 46 percent own a professional (networking) social media account. Approximately 69 percent of medical imaging faculty indicated that they incorporate at least one type of social media in the classroom, with YouTube being the most popular social media platform used in all listed subject areas (Introduction, Lab, Procedures, Physics/Exposure, Pathology, Clinical Education, Patient Care, and Radiobiology). Faculty were given the opportunity to provide feedback on the perceived advantages and disadvantages of social media use in the medical imaging curriculum. While 31 percent of faculty believe that social networks take more time than they are worth, 67 percent believe that social media should be used to enhance learning in the medical imaging curriculum. [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.]
ED551499
Faculty Perceptions and Use of Social Media in the Medical Imaging Curriculum in the United States
ProQuest LLC
Ed.D. Dissertation, Arkansas State University
2012-00-00
978-1-2677-9193-1
108
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546143
2015
As Provided
JAN2020
No
Qualitative Research
Phenomenology
High Schools
Teachers
Administrators
Special Education
Disabilities
Transitional Programs
Surveys
Administrator Attitudes
Teacher Attitudes
Federal Legislation
Educational Legislation
Barriers
Curriculum
Educational Resources
Social Change
State Legislation
Knowledge Base for Teaching
High School Students
Harden, Lorie A.
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Educ Act Amend 1997
Individuals with Disabilities Education Act
Individuals with Disabilities Education Act
Individuals with Disabilities Education Act Amendments 1997
English
High Schools
Secondary Education
Although transition of students with disabilities has been part of federal mandates since the passage of the Individuals with Disabilities Education Act (IDEA) of 1990 and IDEA amendments of 1997, many students with disabilities continue to leave high school without a functional postsecondary transition plan. The purpose of this qualitative phenomenological study was to discover experiences of special education directors/coordinators and high school teachers of student with significant disabilities regarding the students' transition from high school. Nine high school special education teachers of students with significant disabilities responsible for transition from high school and two director/coordinators of two school districts completed open-ended surveys on perceptions of the transition process. Concepts and themes were developed utilizing the Stevick-Colaizzi-Keen method of phenomenological data analysis. Results suggest that directors/coordinators viewed the transition process differently than the teachers. Teachers indicated that curriculum and available resources were impeding factors, such as lack of curriculum and resources. The directors/coordinators focused more on state mandates and teacher knowledge. Positive social change implications include increasing teacher knowledge of the transition process, which can result in better information on placement options for these students. [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.]
ED551500
Perspectives of Special Education Administrators and Teachers of Students with Significant Disabilities of the Post-High School Transition Process
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-9194-8
151
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546144
2015
As Provided
JAN2020
No
Family School Relationship
Family Involvement
Parent Participation
Qualitative Research
Case Studies
Special Education Teachers
Teacher Attitudes
Parent Attitudes
Disabilities
Empowerment
Partnerships in Education
School Districts
Social Capital
Social Networks
Educational Resources
Advocacy
Parent Role
Teacher Role
Barriers
Interviews
Focus Groups
Elementary Secondary Education
Moriwaka, Minako
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Research demonstrates that parental involvement can have a positive impact on students' academic, emotional, and social success; however, there are few studies of how to improve parent advocacy and home-school collaboration in special education. The focus of this qualitative case study was to understand perceptions of the special educators and the parents of children with special needs and to explore how to empower them in building home-school partnerships in the local school district. Using social capital theory, the purpose of the study was to understand the impact of social capital, social networking, and resources in special education on advocacy for children with special needs and their parents. The research questions concerned understanding how parents and educators view their roles in parent-educator collaborations, what kinds of barriers exist for parent-professional collaboration, and what types of resources parents of children with special needs and special educators perceive necessary to advocate for their children and students. Interviews and a focus group provided in-depth data and led to a rich description of common themes. Data were analyzed using an interpretive qualitative approach. The results indicated that functional isolation between home and school was a critical obstacle, and a systemic approach is necessary to develop successful home-school partnerships in special education. The results of this study can benefit parents and educators by closing the gap in local knowledge and practice needed on the topic of home-school partnerships in K-12 special education. [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.]
ED551501
Empowering Parents and Educators to Develop Home-School Partnerships in K-12 Special Education
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-9203-7
251
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546150
2015
As Provided
JAN2020
No
Secondary School Mathematics
Student Attitudes
Teacher Attitudes
Transitional Programs
Attitude Measures
Readiness
Grade 8
Grade 9
Mathematics Teachers
Surveys
Focus Groups
Work Ethic
Attendance Patterns
Student Motivation
Rating Scales
Grades (Scholastic)
Mathematics Curriculum
Social Support Groups
Teacher Student Relationship
Attention
Moore, Benjamin Thomas
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
Secondary Education
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Grade 9
High Schools
The purpose of this study was to use the current body of literature to solicit views of students and teachers regarding the distinguishable characteristics that students must possess which allow for a successful transition from eighth to ninth grade mathematics classes. A determination of which factors students and teachers believe have the most impact on these characteristics in the transition from eighth to ninth grade was made. Responses were summarized and analyzed using a Mann-Whitney U test. Teachers were asked if they believed students were prepared for ninth grade mathematics classes. A chi square test was used to analyze the results. A group of 19 eighth grade mathematics teachers and 40 ninth grade mathematics teachers were surveyed. Focus groups were used to gather information from 32 ninth grade students. Results indicated similar rankings of distinguishable characteristics between eighth and ninth grade teachers with work ethic being the most important of the characteristics on the eighth and ninth grade list. Eighth and ninth grade teachers ranked attendance as the number one factor. There was a significant effect for motivation, (U = 506.5, n1 = 40, n2 = 19, p = 0.039), with 8th grade teachers ranking motivation higher than 9th grade teachers. The eighth grade mathematics teachers placed grades and curriculum higher in the rankings while the ninth grade teachers ranked social support system and student-teacher relationship higher in their rankings. Paying attention and student-teacher relationship were the most frequent student responses when asked about distinguishable characteristics and factors. Ninth grade students agreed with a majority of ninth grade teachers that they were not prepared for ninth grade mathematics classes. The majority of eighth grade teachers believed students were prepared. [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.]
ED551502
Successful Transition from Eighth to Ninth Grade Mathematics Classes: Perceptions of Students and Teachers
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2012-00-00
978-1-2677-9213-6
159
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546157
2015
As Provided
JAN2020
No
Computer Networks
Information Security
Information Systems
Coding
Dikaliotis, Theodoros K.
Dissertations/Theses - Doctoral Dissertations
English
In this thesis, delay and security issues in network coding are considered. First, we study the delay incurred in the transmission of a fixed number of packets through acyclic networks comprised of erasure links. The two transmission schemes studied are routing with hop-by-hop retransmissions, where every node in the network simply stores and forwards its received packets, and linear coding, where nodes mix their packets by forwarding linear combinations of all their previously received packets. We show that even though the achievable rates of coding and routing are the same, network coding can have an increasingly better performance than routing as the number of packets increases. Secondly, we investigate the security benefits of network coding. We investigate the achievable secrecy rate region in a general network of noisy wiretap channels with general communication demands. The eavesdropper has access to an unknown set of links, and on the wiretapped links observes a degraded version of the intended receiver's observation. While characterizing the capacity in general is an open problem, in the noise-free case there exist inner and outer bounds. In the noisy case, we show how one can change any of the wiretap channels to a noiseless degraded broadcast channel, so that the derived network's rate region bounds, and under certain conditions is equivalent, to that of the initial network. Specifically, we showed that in case the eavesdropper can choose only a single link to wiretap at each time, then one can change all the links in the network with corresponding noiseless ones, creating an equivalent noiseless secrecy problem. In the case where the eavesdropper can wiretap multiple links simultaneously, we derive upper and lower bounding noiseless network problems. Finally, we consider design practical code design for the detection of adversarial errors in a distributed storage system. We build on work of functions that can fool linear polynomials to create and communicate hash functions of the data in order to detect with high probability the maliciously attacked nodes in the system. [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.]
ED551503
On Delay and Security in Network Coding
ProQuest LLC
Ph.D. Dissertation, California Institute of Technology
2013-00-00
978-1-2677-9220-4
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546162
2015
As Provided
JAN2020
No
Environmental Education
Sustainability
Public Schools
High Schools
Secondary School Teachers
Social Studies
Science Teachers
Statistical Analysis
Online Surveys
Teacher Surveys
Teacher Attitudes
Motivation
Educational Resources
Knapp, Jeanne Louise
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
Concepts of sustainability around working, living, natural, and built environments are complex and interdisciplinary. Preparation for post-secondary roles and decision making in college, among careers, and as citizens includes a working knowledge of interrelated social, economic, and science-related activities differentially impacting environments. California public high school history-social science (N = 154), and science (N = 172) teachers provided quantitative data about their 2011-2012 instruction, using an online survey. Statistical analyses affirmed significant relationships among the perspectives of teachers (e.g., environmental attitudes and motivation) and supplemental instructional resources (i.e., time, training, materials, geographic, and community supports) related to environmental sustainability instruction. Influences support science and nature-centered instruction to a greater extent than from social or economic perspectives. A diversification of environmental perspectives among teachers, teacher training, and supplemental instructional materials equitably reflecting the social, economic, and scientific range of environmental influences, will be required for student preparation that is impactful and equitable. [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.]
ED551504
An Analysis of Environmental Sustainability Instruction in California Public High Schools
ProQuest LLC
Ed.D. Dissertation, San Francisco State University
2012-00-00
978-1-2677-9232-7
286
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546172
2015
As Provided
JAN2020
No
Community Colleges
College Freshmen
Two Year College Students
Communities of Practice
Rural Schools
Public Colleges
Program Effectiveness
Small Colleges
Academic Persistence
Withdrawal (Education)
Academic Achievement
Transfer Rates (College)
Age Differences
Gender Differences
Statistical Analysis
Frankenstein, Elizabeth A.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Two Year Colleges
Higher Education
Postsecondary Education
The problem facing many higher education institutions is the ability to engage freshmen students during the first semester of college in order to sustain their enrollment. This study assessed the effectiveness of a freshmen learning community as a retention strategy at a small, rural, and public community college. The purpose of this ex post facto study was to analyze the effect of learning communities on student withdrawal. The study sought to determine if there was a significant difference on academic achievement, persistence rates, and transfer rates between students who participated in the researched learning community and those students who did not participate in the learning community. This study also sought to determine whether or not a relationship existed on the basis of age or gender on academic achievement in the learning community. Due to a noticeable gap in literature, the study participants were selected from a two-year, public community college in the rural, Midwest. This study aimed to examine specifically the effect of learning community practice in a community college setting. Learning communities have been a proposed strategy to combat the problem of college students dropping out early in their first year of college. The data collection from the Office of the Registrar at the research institution provided the structure to this quantitative research of the students enrolled in the learning community. Analysis of data revealed that there were statistical differences in terms of academic achievement and persistence rates for students who participated in the freshmen learning community. The study did not support the probability that learning community participation increased the likelihood of higher transfer rates for community college participants. The study also did not support any suggestion that age or gender played a role in prediction of success in the learning community or even outside of the learning community. [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.]
ED551505
An Assessment of a Freshmen Learning Community at a Rural, Public Community College
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2012-00-00
978-1-2677-9235-8
110
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546174
2015
As Provided
JAN2020
No
Community Colleges
Prior Learning
Adult Students
Two Year College Students
College Graduates
Control Groups
Experimental Groups
Comparative Analysis
Regression (Statistics)
Statistical Significance
Correlation
College Credits
Military Service
Age Differences
Gender Differences
Racial Differences
Ethnicity
Student Characteristics
Time to Degree
Chappell, Jean Marie
Dissertations/Theses - Doctoral Dissertations
West Virginia
West Virginia
English
Two Year Colleges
Higher Education
Postsecondary Education
Adult Education
The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011. A comparison group was comprised of 321 MCTC graduates from the same time period, who did not apply PLA toward degree completion. Descriptive statistics and logistic regression analysis found statistically significant relationships between time to degree completion and the application of PLA from military credits and institutional or state credit evaluations, but did not find statistically significant relationships between time to degree completion and standardized examination. Too few participants were identified from graduates applying PLA from portfolio and ACE evaluated corporate training for accurate analysis. In addition, statistically significant relationships were found between application of PLA credits and age at admission and the application of PLA and biological sex, but no significant relationship was found between the application of PLA and race/ethnicity. This study generated a profile of the categories of PLA most frequently used at MCTC, as well as the student characteristics that correlated with successful degree completion through the application of PLA. Results may be used to develop new administrative policies and procedures that guide advisors, faculty and staff in recruiting and retaining adult students. [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.]
ED551506
A Study of Prior Learning Assessment in Degree Completion
ProQuest LLC
Ed.D. Dissertation, Marshall University
2012-00-00
978-1-2677-9269-3
121
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546175
2015
As Provided
JAN2020
No
High School Students
Scores
Language Tests
Educational Legislation
Federal Legislation
Academic Achievement
Mixed Methods Research
Intervention
Teacher Attitudes
Constructivism (Learning)
Program Evaluation
English Teachers
Questionnaires
Standardized Tests
Statistical Significance
Student Improvement
Test Coaching
Christian, Veronica Faye
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
High Schools
Secondary Education
The No Child Left Behind Act emphasized the responsibility of states to improve student academic performance. In one state, students are required to take subject-area tests and master each test to graduate; however, in some schools, many students are failing the English II test administered during students' sophomore year. Two districts have implemented USATestprep in an attempt to improve test scores. The purpose of this mixed-method study was to evaluate the effectiveness of USATestprep as an intervention for improving overall English II test scores; data included teacher perceptions and English II standardized test scores. The theoretical foundation of the study was based on constructivism, which positions that knowledge attained varies in accuracy as a representation of an external reality such as technology. Chi-square and t-tests, along with the context-input-process-product program evaluation, were used to analyze the data. Students' test-score assessment reports were collected from 2 public schools in the 2009-2010 (n = 512) and 2010-2011 school years (n = 562). English II teachers responded to a questionnaire, producing data on teachers' perceptions. Overall, the questionnaire data indicated teachers supported the use of USATestprep in improving test scores. Results indicated statistically significant improvement in test scores with 43% of students passing in 2009-2010 prior to the implementation of USATestprep and 53% passing in 2010-2011 following the usage of USATestprep. Implications for positive social change include increasing student scores and graduation rates. [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.]
ED551507
Evaluating the Effectiveness of the USA Testprep Intervention to Increase High School Test Scores
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2677-9270-9
92
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546176
2015
As Provided
JAN2020
No
Student Attitudes
Electronic Learning
Academic Achievement
College Students
Self Management
Social Cognition
Mixed Methods Research
Questionnaires
Interviews
Context Effect
Discriminant Analysis
Access to Information
Courseware
Participant Observation
Content Analysis
Covington, Keisha Casan Danielle
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative questionnaire and a qualitative interview to assess the relationship between e-learner perceptions of the environment, SRL, and academic performance; SRL strategies and performance in the e-learning environment; and e-learner perceptions of the environments and SRL that affect performance. A concurrent embedded design with quantitative sample (n = 134) and qualitative participant observations (n = 30) was employed. Correlational and discriminant analyses were used to analyze quantitative data, and qualitative data were analyzed through content analysis of thematic coded patterns. In summary, results indicated that student perceptions are influenced by specific environmental components of host environments such as, the learning context, contextual features of the environment, access to resources and understanding of courseware; and significant correlations exist between student perceptions of e-learning environments, SRL, and performance. Discriminant analyses revealed that students' perceptions of the environment were unable to help discriminate between weak (GPA reported as < 3.9) and optimal performance (GPA reported as 4.0) of learners engaged in e-learning environments. Combined, study findings have implications for positive social change aimed to help faculty and administrators determine where to change course delivery to better align goals of instruction with the needs of the e-learners. [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.]
ED551508
Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-9271-6
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546177
2015
As Provided
JAN2020
No
Principals
Middle Schools
Middle School Teachers
Leadership Styles
Correlation
Job Satisfaction
Teacher Effectiveness
Self Efficacy
Statistical Analysis
Teacher Surveys
Statistical Significance
Dale, Jack C., Jr.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Multifactor Leadership Questionnaire
Tennessee
Multifactor Leadership Questionnaire
English
Middle Schools
Secondary Education
Junior High Schools
This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher-perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools. [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.]
ED551509
The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-9309-6
197
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546181
2015
As Provided
JAN2020
No
Second Language Learning
Second Language Instruction
Anxiety
Scoring Rubrics
Statistical Analysis
Oral Language
Language Proficiency
High School Students
Evaluation Methods
Computer Software
Spanish
Quasiexperimental Design
Multivariate Analysis
Control Groups
Language Fluency
Discourse Analysis
Vocabulary Skills
Measures (Individuals)
Dunn, Melanie Gail
Dissertations/Theses - Doctoral Dissertations
Foreign Language Classroom Anxiety Scale
Foreign Language Classroom Anxiety Scale
English
High Schools
Secondary Education
The purpose of this study was to examine the effect of the asynchronous voice-conferencing technology, "Voice Thread"®, on the anxiety and oral proficiency of high school students in their third year of studying Spanish as a foreign language. In this quasi-experimental study students' foreign language anxiety levels and oral proficiency were examined to determine if a difference existed based on the type of practice used. The treatment group used "Voice Thread"® to practice speaking. The control group used the traditional method of the language laboratory to practice speaking. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure anxiety levels and the Performance Assessment for Language Students (PALS) level three speaking analytical grading rubric was used to measure oral proficiency. A one-way analysis of variance (ANOVA) was used to analyze the foreign language anxiety data. A multivariate analysis of variance (MANOVA) was used to analyze the oral proficiency data. Results for the FLCAS yielded no significant difference between the control and treatment groups. Results of the MANOVA yielded a significant main effect difference between the control and experimental groups. Posthoc pairwise comparisons revealed statistically significant differences for the subscales of task completion, comprehensibility, level of discourse and fluency. No statistically significant differences were found for the subscales of vocabulary and language control. [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.]
ED551510
The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-9310-2
193
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546182
2015
As Provided
JAN2020
No
Principals
Emotional Intelligence
Correlation
Secondary Schools
Intelligence Quotient
School Culture
Academic Achievement
Multiple Regression Analysis
Secondary School Teachers
Statistical Analysis
Surveys
Standardized Tests
Scores
Predictor Variables
Noe, Jeff
Dissertations/Theses - Doctoral Dissertations
Virginia
Virginia
English
Secondary Education
The purpose of this study was to examine the relationship between secondary school principal's emotional intelligence quotient, school culture, and student achievement. Partial correlation was conducted to examine the degree of relationships between principal's emotional intelligence quotient and school culture controlling for the effect of student achievement, and between principal's emotional intelligence quotient and student achievement controlling for school culture. Multiple regression analysis was utilized to examine the combined effect of principal's emotional intelligence quotient and school culture on student achievement. The study population consisted of secondary school principals and teachers within Virginia Department of Education's Region VII. Quantitative data were collected using two survey instruments and publicly available standardized test pass percentage data: Emotional Intelligence Appraisal (see Appendix A for sample questions) by TalentSmart (Bradberry & Greaves, 2010); the School Culture Survey (see Appendix B) developed by Gruenert (1998); and The Commonwealth of Virginia's Standards of Learning (SOL) test data. The results showed principal's emotional intelligence quotient was not significantly associated with school culture, and negatively associated with student achievement. Further, the combination of predictor variables principal's emotional intelligence quotient and school culture, did not significantly predict student achievement. Suggestions for further research are also included. [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.]
ED551511
The Relationship between Principal's Emotional Intelligence Quotient, School Culture, and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2677-9313-3
133
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546183
2015
As Provided
JAN2020
No
Qualitative Research
Phenomenology
African Americans
Administrators
College Administration
Higher Education
Disproportionate Representation
Self Esteem
Mentors
Reputation
Career Development
Anderson, Brandi Muthrine
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
African Americans hold 6% of all presidential positions, 9% of all administrative positions, and 5.6% of all full time faculty positions in institutions of higher learning throughout the United States. They continue to be underrepresented in leadership positions in higher education. Researchers suggest that mentoring can improve the retention and promotions of underrepresented minorities in higher education. The purpose of this qualitative phenomenological study was to explore the lived experiences of African Americans in senior level administrative positions in higher education to determine the influence mentorship has on their acquisition of positions of leadership. A purposive sample of eight African American administrative leaders participated in this qualitative research study. The findings from this study imply that African Americans need to be mentored to increase confidence, visibility, and psychosocial and career support, thereby increase the number of African Americans available to be promoted. The findings also suggest that the race of the mentor is not as important as the mentor's influence and reputation. The results of this study could encourage educators to seek out mentors (both inside and outside higher education) to assist with career development and career advancement. [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.]
ED551512
A Phenomenological Study of the Influence of Mentorship on African American Leaders in Higher Education
ProQuest LLC
Ed.D. Dissertation, Spalding University
2012-00-00
978-1-2677-9430-7
236
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546188
2015
As Provided
JAN2020
No
Case Studies
Evaluation Utilization
Audiences
Comparative Analysis
Philosophy
Administrator Attitudes
School Districts
Educational Change
Mixed Methods Research
Leadership Styles
Grants
Evaluation Methods
Professional Development
Surveys
Teacher Attitudes
Avila, Minerva
Dissertations/Theses - Doctoral Dissertations
English
By examining the development of a local school reform that was meant to be teacher-driven, this multiple case study explored the limits on evaluation use in a hierarchical setting in which multiple audiences exist. This study was a comparative analysis of the actions and evaluation philosophies of two district administrators responsible for overseeing the same reform at different times. A mixed method approach was employed to analyze secondary data to answer the overarching research question of how evaluation gatekeepers facilitated the use of evaluation findings. Qualitative data suggested that a myriad of factors influenced the actions taken by each of the directors, whom were identified as the main gatekeepers of evaluation information. The director administering the grant in its last two years appeared to be the most committed to the evaluation and most influential in driving use. This was supported by qualitative data on his administrative style, how he navigated the school bureaucracy, his personal beliefs of the SLC initiative, how he monitored and/or prescribed evaluation use, and the amount of time he dedicated to professional development on evaluation use. Additional factors influencing use were also identified. Survey data suggested that school organizational structure influenced utilization by potential users. In general, leadership position at the school level influenced evaluation attitudes and awareness. Principals and SLC leaders were the most aware of the evaluation and its findings. While teachers expected principals to be the main users of evaluation findings, principals themselves did not necessarily hold the same expectation of themselves. Use was reported primarily as leading to direct changes to the SLC programs and, secondly, for planning purposes. There were also some minor references to the use of the evaluation findings for generating conversations/discussions. The findings generated from this multiple case study provide lessons that need further in-depth exploration. The factors identified in this study as the most influential to evaluation use can be studied either individually in simulations or as a group case study. Doing so would bring greater awareness to practitioners about how to encourage evaluation use and, perhaps, greater appreciation for evaluations to stakeholders. [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.]
ED551513
The Impact of Gatekeepers on Evaluation Use
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2012-00-00
978-1-2677-9431-4
166
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546189
2015
As Provided
JAN2020
No
Social Studies
Inquiry
Teachers
Teacher Attitudes
Learner Controlled Instruction
Beshears, Crystal M.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus. [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.]
ED551514
Inquiry-Based Instruction in the Social Studies: Successes and Challenges
ProQuest LLC
Ph.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-9434-5
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546191
2015
As Provided
JAN2020
No
Vocabulary
Learning Strategies
Learning Activities
Definitions
Recall (Psychology)
Comparative Analysis
Memory
Pretests Posttests
Standardized Tests
Review (Reexamination)
Control Groups
Experimental Groups
Visual Stimuli
Outcomes of Treatment
Computer Interfaces
Lindgren, Paul D.
Dissertations/Theses - Doctoral Dissertations
English
Research studies repeatedly emphasize the importance of vocabulary capabilities to a large variety of academic activities. This study compared a learning strategy that exclusively involved the visual review of vocabulary word-definition pairs to a strategy that, in addition, prompted participants to attempt free-recall retrieval of words to match specific definitions. This comparison attempted to identify which of the two strategies best produces longer-term attainment of vocabulary knowledge. A group of participants (N = 20) used a web-based system to take a pre-test over 21 relatively difficult SAT-review vocabulary words using a drag and drop graphical user interface. For each participant, the system then randomly assigned 7 of the words to a control treatment condition (no exposure), 7 of the words to a review treatment condition (visual display of the word-definition pairs), and 7 of the words to a retrieval treatment condition (visual display augmented with cycles of free-recall attempts) before guiding the participant through 4 timed treatment cycles. An immediate post-test over all 21 words was administered using the same graphical interface. Students returned at least 7 days later for a delayed final test. No significant difference was detected in that final assessment between the words receiving the retrieve treatment and the review treatment. [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.]
ED551515
Reviewing or Retrieving: What Activity Best Promotes Long-Term Retention?
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-9450-5
75
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546200
2015
As Provided
JAN2020
No
Higher Education
Adjunct Faculty
Academic Achievement
Part Time Faculty
Comparative Analysis
Teacher Qualifications
Doctoral Degrees
Professional Education
Academic Degrees
Statistical Analysis
Grades (Scholastic)
Knowledge Level
Course Content
College Freshmen
Anatomy
Physiology
Science Instruction
Statistical Significance
Garner, Kristine A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Providing the best qualified faculty to ensure the most successful student outcomes is a priority in higher education. The use of adjunct faculty in colleges and universities is continually increasing, especially for lower level courses. Previous research has come to conflicting conclusions regarding the quality of adjunct faculty. Indicators of student success were compared between part-time instructors with professional doctoral degrees and full-time instructors with academic doctoral degrees. Results of statistical analyses of both a comparison of final grade distributions and knowledge of course content determined that there were no significant differences between two comparable groups of students in a freshman-level anatomy and physiology course. There were also no statistically significant differences in student outcomes of the subsequent course of anatomy and physiology or in the acceptance rates of students to allied health programs based on their instructors' qualifications in the first semester anatomy and physiology course. The results of this study suggest that students of part-time faculty with professional doctoral degrees have the same levels of success as those students who had full-time faculty in the same course. [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.]
ED551516
A Comparison of Student Success by Faculty Qualifications
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-9444-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546197
2015
As Provided
JAN2020
No
Principals
Administrator Education
Leadership Training
Reflection
Program Effectiveness
Administrator Attitudes
School Culture
Academic Achievement
Professional Development
Qualitative Research
Phenomenology
Interviews
Focus Groups
Cooperation
Stakeholders
Expectation
Total Quality Management
Self Efficacy
Prosocial Behavior
Peer, Diana
Dissertations/Theses - Doctoral Dissertations
Arkansas
Arkansas
English
Elementary Secondary Education
A qualitative dissertation study was conducted to examine the impact of the Arkansas Leadership Academy's Master Principal Program through the perspective of those who have completed the entire program and attained designation as a Master Principal. A logic model for the Master Principal Program offered a context for the study. A review of relevant literature provided the identification of gaps in the research which included limited findings for a program comparable to the Master Principal Program. Research methods for this phenomenological study were explained. The research sample included Master Principals, as of 2011. Interviews and a focus group using collaborative tools for reflection were the primary data collection methods. Five major findings emerged from this study as areas of impact of the MPP grounded both by the individuals' strong convictions and practice, and from the collection of information from all participants: 1. The universal and almost immediate reaction from principals when asked about their reaction to the MPP was, "It was the best professional development I have ever had!" 2. Significant changes in the performance of Master Principals' leadership practices occurred as a result of the knowledge and skills they acquired from Institute experiences. 3. A strong element in each principal's story was the culture change within their school toward one of collaborative stakeholder involvement, a commitment to continuous improvement and high expectations, and an increased sense of efficacy and respect. 4. Though never satisfied, all principals noted positive changes in student achievement results both during their participation in the MPP and since Designation as a Master Principal. 5. Though all principals expressed a humble attitude about their success and influence, increases in Master Principals' influence beyond the school was found at the local, state, and national levels. Acquiring the knowledge and skills of effective leadership in all five performance areas of the MPP, with the support of work assignments to help them implement the learning, and a network for collegial reflection, summarizes the participant described take-away from the Master Principal Program. Synthesis of the findings indicated that it was the principals' implementation of their new knowledge and skills that, over time, changed school culture which subsequently had a positive impact on student learning. [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.]
ED551517
Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-9458-1
195
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546207
2015
As Provided
JAN2020
No
Graduate Students
Adult Students
Student Experience
Educational Technology
Learning Strategies
Preferences
Feedback (Response)
Technological Literacy
Statistical Analysis
Weberg-Vina, Erika L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Adult Education
Investigation of specific learning conditions can offer a novel approach to exploring learning preferences amongst adult graduate students. This inquiry connects an extensive body of research on adult learning to the emerging literature from the learning sciences, providing the foundations for the questions of this study. A survey was developed from current studies in these domains to investigate graduate students' patterns of access, actions, and preference for specific learning conditions. A series of statistical procedures (ANOVA) is used to validate the data. The purpose of this research is to analyze differences between digital native and non-native graduate students with regards to access to, use of, and preference for certain learning contexts. The findings are reported in detail for various constituents in higher-education to consider and question whether gaps exist between the assumptions and realities of graduate students' access, use, and preference for various learning contexts and to promote the use of a universal feedback system to further examine what constitutes effective teaching and learning conditions for graduate level adult learners. [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.]
ED551518
Adult Graduate Students' Experiences with Learning Technologies: Explorations of Access, Actions and Preference
ProQuest LLC
Ph.D. Dissertation, Lesley University
2012-00-00
978-1-2677-9471-0
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546213
2015
As Provided
JAN2020
No
Student Personnel Services
Student Personnel Workers
Employee Attitudes
Foreign Students
College Administration
Strategic Planning
Multicultural Education
Cultural Pluralism
Mixed Methods Research
Rating Scales
Measures (Individuals)
Language Proficiency
Correlation
Enrollment
Travel
Public Colleges
Di Maria, David L.
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Higher Education
Postsecondary Education
The purpose of this study was to determine factors affecting views of campus services for international students among student affairs administrators. Factors identified during the literature review were examined using a multiple perspectives framework, which combined concepts related to student affairs administration, strategic planning for internationalization and multicultural organization development. The researcher utilized a mixed methods sequential explanatory research design, which included an internet survey and interviews. Responses to the internet survey were examined using a Scale of Current Views and a Scale of Ideal Views, which were designed specifically for this study to measure alignment between views and professional standards for international student services. The findings of this study indicate that foreign language proficiency and strategic alignment of international activities positively correlate with scores on the Scale of Current Views while the number of degrees of separation from the president of their institution holds a negative correlation. International student enrollment and frequency of travel outside of the United States positively correlate with scores on the Scale of Ideal Views. Participants reported desires to learn more about the internationalization strategy at their institution as well as become more involved in internationalization efforts, but they felt largely excluded as stakeholders. Participants also reported a desire to improve services for international students, but felt challenged by communication barriers associated with culture and language as well as a lack of training opportunities available to staff at their institution. Finally, participants expressed concern over the administration and intentionality of internationalization efforts at their institution. [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.]
ED551519
Factors Affecting Student Affairs Administrators' Views of Campus Services for International Students at Five Public Universities in Ohio
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2012-00-00
978-1-2677-9487-1
302
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546227
2015
As Provided
JAN2020
No
Gender Issues
Preservice Teachers
Secondary School Teachers
Social Studies
Teacher Attitudes
Teacher Education Programs
Ethnography
Interviews
Student Journals
Decision Making
Curriculum Development
Social Influences
Identification (Psychology)
Sexual Identity
Feminism
Violence
Sexuality
Racial Factors
Social Class
Emotional Response
Teaching Methods
Homosexuality
Context Effect
Engebretson, Kathryn Ellerhoff
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
This dissertation examines the discourses around gender present among a cohort of preservice secondary social studies teachers (n = 25) and how gender discourses manifested throughout their preparatory year with particular interest paid to their thoughts about curricula, schools, and students. Using ethnographic study design, the author presents three significant moments that occurred throughout their preparatory year, and, for three focal students, interviews which occurred in their first year of teaching. Data include transcripts of three class sessions, completed assignments, reflective journals, and interviews. Building upon Thornton's (1991) work on teachers as "curricular-instructional gatekeepers," the author explores what guided the curricular decision making for the participants and, for the focal students, what discourses they decided to make space for in their first classrooms. Because gender is socially constructed, it is important for future teachers to examine what has contributed to the construction of their own gendered identities in order for them to be able to see how they as individuals and as members of a larger group contribute to the greater society. Through feminist poststructural discourse analysis, the author finds multiple and competing discourses around the gendered topics of sexual violence and how the students expressed their own genders as connected to culture. Intersections of race and social class with gender and the presence of emotion were important in how the students talked about gender. Also found was the uneven follow-through of implementing practices learned in their teacher education coursework in their first classrooms, and the reluctance of two focal students to include Lesbian, Gay, Bisexual, and Transgender (LGBT) topics in their first classrooms. Additionally, the role of context is considered as essential to the students' decision whether to self-censor. [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.]
ED551520
Preservice Teacher Talk Surrounding Gender
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2677-9488-8
213
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546228
2015
As Provided
JAN2020
No
Prevention
Intervention
School Safety
Violence
Social Development
Emotional Development
Prosocial Behavior
Developmentally Appropriate Practices
School Security
Aggression
Child Development
Program Evaluation
Program Effectiveness
Interpersonal Competence
Elementary School Students
Validity
Pretests Posttests
Factor Analysis
Factor Structure
Goodness of Fit
Statistical Analysis
Graham, Cheon C.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
In order for schools to be successful in providing students with developmentally appropriate instruction and social experiences, an atmosphere of safety and protection is required. The recent spike in school shootings over the past 15 years has created a sense of urgency to examine the dynamics of school violence in order to generate and implement effective security measures (Brooks, Schiraldi, & Ziedenberg, 2000). Unlike traditional problem-focused approaches, the positive approach to school violence is preventive, solution-driven, and systemic. The positive approach to violence prevention at school focuses on building a set of social and emotional strengths that are incompatible with antisocial behavior. Recently researchers have focused on determining the positive behaviors that could potentially stop aggressive situations from progressing. These helping behaviors are defined broadly as prosocial behaviors (Cashwell, Skinner, & Smith, 2001; Goldstein, Carr, Davidson, & Wehr, 1981; Greener, 2000; Leffler & Snow, 2001). Research on child development suggests that one of the most effective ways for school to encourage prosocial behavior is through school-wide programs designed to teach and model social skills. The current study sought to evaluate the effectiveness of a comprehensive school wide prevention program intervention called "Be a Safety Kid" in kindergarten through third grade students. It also sought to assess the validity and stability over time of the corresponding pretest/post-test measure termed, the S.T.A.R. instrument. Results of a confirmatory factor analysis (CFA) suggested that the three factor structure of the S.T.A.R. instrument remained stable overtime and but inconsistently described the data for the first, second, and third grade instruments. CFA results from the kindergarten S.T.A.R. instrument indicated a poor fit based on the data collected. Repeated measure ANOVA results indicated students showed significant improvement in prosocial knowledge and anticipated ability to demonstrate prosocial behaviors after receiving the "Be a Safety Kid" curriculum; however, no significant improvement in perception of school safety was observed. Outcomes discussed add to the existing literature of evidence-based practices designed to reduce violence in the school environment. [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.]
ED551521
The Effects of a Violence Prevention Intervention on Prosocial Behavior and Perception of School Safety
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-9493-2
150
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546231
2015
As Provided
JAN2020
No
Second Language Instruction
Adult Education
English (Second Language)
Foreign Countries
Experimental Groups
Control Groups
Teaching Methods
Comparative Analysis
Grammar
Knowledge Level
Metalinguistics
Instructional Effectiveness
Accuracy
Familiarity
Logical Thinking
Kim, Jeong-eun
Dissertations/Theses - Doctoral Dissertations
Korea
South Korea
English
Adult Education
This dissertation investigates optimal conditions for form-focused instruction (FFI) by considering effects of internal (i.e., timing and types of FFI) and external (i.e., complexity and familiarity) variables of FFI when it is offered within a primarily meaning-focused context of adult second language (L2) learning. Ninety-two Korean-speaking learners of English as a foreign language (EFL) participated in the study and were randomly assigned to one of five experimental groups or one control group. The experimental participants were instructed in one simple and one complex targets through (1) deductive FFI followed by meaning-focused instruction (MFI) (DM); (2) deductive FFI preceded by MFI (MD); (3) inductive FFI followed by MFI (IM); (4) inductive FFI preceded by MFI (MI); or (5) MFI-only. No instruction was provided for the controls. Learning was measured by a grammaticality judgment task (GJT), and knowledge types were examined by subjective measures of awareness (i.e., confidence ratings and source attributions), an oral elicited imitation task (OEIT), and a metalinguistic knowledge test (MKT). The results indicate that the combinations of FFI and MFI result in more robust learning effects than the exclusive use of MFI. This was demonstrated by the mixed-method learners' GJT accuracy rates, which were significantly higher than the controls' immediately and over time. As for the target complexity and item familiarity, the analyses show that only the mixed-method learners significantly outperformed the controls when the target was more complex and the targets were embedded in unfamiliar syntactic patterns. As for the types of knowledge, the analyses found confirmative evidence that FFI positively influences the development not only of explicit knowledge but also of implicit knowledge in the long term. The MFI-only group demonstrated evidence of explicit knowledge but not implicit knowledge. The findings suggest that adult L2 learners may benefit considerably more from the combination of FFI and MFI, particularly for complex rule learning and development of rule transfer ability. Moreover, the findings indicate that possession of explicit knowledge may not hinder development of implicit knowledge. Rather, explicit L2 knowledge may offer a foundation for parallel development of implicit knowledge. [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.]
ED551522
The Optimal Conditions for Form-Focused Instruction: Method, Target Complexity, and Types of Knowledge
ProQuest LLC
Ph.D. Dissertation, Georgetown University
2012-00-00
978-1-2677-9501-4
238
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546238
2015
As Provided
JAN2020
No
Rhetoric
Rhetorical Theory
Catholics
Epistemology
Heuristics
Linguistic Theory
Liberal Arts
Figurative Language
European History
Higher Education
Imagery
Holistic Approach
Lawler-Brunner, Jennifer Lynne
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This project interprets how John Henry Newman's (1801-1890) system of thought informs the philosophical and theoretical grounds for rhetorical praxis in the marketplace. His seminal lessons in "An Essay in Aid of a Grammar of Assent" (1870) and "The Idea of a University" (1873 ed.) demonstrate the metaphoric power of words with regard for diverse modes of epistemology. Newman's scholarship on the unifying role of imagery grounds his theory of language on three claims: a holistic engagement of knowledge, communicable notions, and formative praxis. These essential principles correspond with fostering identity and promoting a public good. Specifically, Newman's philosophical perspective and rhetorical strategies apply to critical marketing issues related to branding Catholic liberal arts education by advancing current trends in integrated marketing communication. The first chapter discusses how Newman's philosophy of communication responds to the work of his intellectual predecessors spanning classical to new rhetoric. This broad epistemological point of view substantiates the central coordinates for his rhetorical theory based upon the philosophies of history, life, and knowledge. Newman's heuristic perspective substantiates this project's interpretation of his theory of language as a model for applying new rhetorical strategies to educational systems. In Chapter two, a historical review of 19th century England and the Oxford Movement characterizes the cultural, political climate of Newman's day. This chapter identifies diverse philosophical schools of thought in order to understand Newman's commitments to new rhetoric within the context of liberal education. Chapters three, four, and five develop the subject matter of metaphor while framing key communication concepts. These sections discuss Newman's philosophical foundations and rhetorical practice for communicating figurative language to promote unification amidst diversity. The central terms and core components of his work are interpreted as underpinning the identity of a Catholic liberal arts university. The final chapter suggests how Newman's theory of language informs the dominant discourse and modern trends in scholarship relevant to integrated marketing communication. It applies Newman's model to challenge contemporary branding issues concerning the rhetoric of twenty-first century educational systems. [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.]
ED551523
On New Rhetoric, John Henry Newman and the Language of Metaphors: Implications for Branding Higher Education
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-9506-9
217
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546243
2015
As Provided
JAN2020
No
Second Language Learning
Questionnaires
Learning Experience
Video Technology
Interviews
Positive Attitudes
Negative Attitudes
Research Needs
Lo, Yuan-Hsiang
Dissertations/Theses - Doctoral Dissertations
English
This research is to explore and understand participants' experience using YouTube to learn a foreign language. YouTube and learning has become more and more popular in the recent years. The finding of this research will be adding more understanding to the emerging body of knowledge of YouTube phenomenon. In this research, there are three interviews and two questionnaires. The interviews are conducted to find in-depth responses from participants; the questionnaires are used to inquire demographic and basic information about the participants. There are twelve themes found in this research. These themes reflect on the perceived experience using YouTube to learn a foreign language from participants. Among the twelve themes, there are two themes that contributed to positive perception of the experience, three themes contributed to negative perception of the experience; and seven themes contributed to neutral perception of the experience. Finding suggests that multiple factors may impact participants' experience. These factors may be personal or external, or both. The significance of the finding is to explore the experience and find the re-applicability for future studies. [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.]
ED551524
What Is the Participant Learning Experience Like Using YouTube to Study a Foreign Language?
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2677-9510-6
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546245
2015
As Provided
JAN2020
No
Scientists
Attitude Measures
Work Environment
Productivity
Research
Financial Support
Industry
College Faculty
Sciences
Surveys
Researchers
Research Universities
Scholarship
Marketing
Commercialization
Ronning, Emily Anne
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examines scientists' perceptions of the environment in which they do their work. Specifically, this study examines how academic and professional factors such as research productivity, funding levels for science, connections to industry, type of academic appointment, and funding sources influence scientists' perceptions of the market orientation of science. The findings are based on data from a survey of 5,000 researchers (1,703 respondents) at 100 public research universities in the United States. The analyses demonstrate that connections to industry, certain types of scholarly productivity, opinions about the processes for obtaining funding, and service in a national advisory capacity are significantly related to scientists' perceptions of the market orientation of academic research. [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.]
ED551525
Connections, Productivity and Funding: An Examination of Factors Influencing Scientists' Perspectives on the Market Orientation of Academic Research
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2677-9521-2
127
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546254
2015
As Provided
JAN2020
No
Civil Rights
Superintendents
Dismissal (Personnel)
Administrator Attitudes
Principals
Surveys
Educational Legislation
State Legislation
Item Analysis
Foster, Helen K.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Secondary Education
The purpose of this study was to (a) determine the frequency of prior dismissal or reassignment as site administrators as experienced by sitting California school district superintendents, (b) determine the opinions of California district superintendents about the lack of due process rights of school site administrators about support systems and due process as important aspects of the dismissal and or reassignment process particularly those related to risks taken by principals in their everyday work, (c) determine if there is consistency or change in the opinions about due process rights by district superintendents over time, and (d) determine what parts of that experience reflected the intent or spirit of the substantive due process protocol for sitting superintendents who experienced dismissal or demotion as site administrators. The results of a 14 question survey suggest that sitting superintendents who have been site administrators have a low incidence of experience with substantive due process. Although the majority of respondents had received some form of administrative support as site administrators, there was no indication that the support was comprehensive and that the most effective types of support were the ones that had the lowest reporting rates. Substantive due process inconsistencies in the Ed Code were revealing in several ways. The data also suggests that there are important gaps in response to survey questions. An item analysis shows that in addition to the seven respondents who acknowledged dismissal or demotion there, another 8 to 20 superintendents did not respond to this item. This suggests that there is some hesitancy or fear in acknowledging having experienced dismissal, demotion or reassignment as a California public school administrator. [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.]
ED551526
Due Process Rights for California Public School Administrators
ProQuest LLC
Ed.D. Dissertation, Saint Mary's College of California
2012-00-00
978-1-2677-9534-2
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546266
2015
As Provided
JAN2020
No
Graduation Requirements
Exit Examinations
High School Students
Grade 9
Grade 10
Grade 11
Grade 12
Algebra
Teaching Methods
Mathematics Instruction
Interviews
Documentation
Content Analysis
Curriculum
Instructional Materials
Readiness
Mathematics Skills
Direct Instruction
Mixed Methods Research
Questionnaires
Problem Solving
Equations (Mathematics)
Reinforcement
Prior Learning
Throne, Kurt Christopher
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 10
Grade 11
Grade 12
The purpose of this study was to discover what teaching strategies were utilized by Special Day Class (SDC) teachers to prepare their 9-12 grade students to pass a course in Algebra 1 and the mathematics section of the California High School Exit Exam (CAHSEE). This study used a mixed methodology involving a quantitative survey and qualitative data gathering that included open-ended interview questions, individual in-depth interviews, and document analysis. The primary research question was: What curriculum materials and instructional strategies are used by SDC teachers--particularly highly successful SDC teachers--to prepare students to pass Algebra 1 and the mathematics section of the CAHSEE? The supplementary research questions focusing this study were: (1) To what extent are SDC teachers using direct instruction to prepare students to pass Algebra 1 and the mathematics section of the CAHSEE? (2) To what extent are SDC teachers using differentiated instruction to prepare students to pass Algebra 1 and the CAHSEE? The research methodology was a mixed-methods design. The quantitative aspect of the study consisted of items on a questionnaire administered to the SDC teacher population in two unified school districts in a Northern California county. The qualitative data for this research consisted of two open-ended questions from the questionnaire, interviews with three successful SDC teachers, an observation of each teacher, a follow-up interview with each teacher, and document analysis. In summation, the majority of respondents to the questionnaire stated they used direct instruction as the primary teaching strategy to help SDC students pass a course of Algebra 1. The qualitative data showed that all three focus teachers used a step-by-step method to teach their students how to identify and solve different types of linear equations. In addition, all three teachers provided daily reinforcement of prior math skills, reinforcing new math skills, along with weekly assessments. [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.]
ED551527
Preparing Special Day Students to Meet California Graduation Requirements in Mathematics: Strategies of Successful Teachers
ProQuest LLC
Ed.D. Dissertation, Saint Mary's College of California
2012-00-00
978-1-2677-9539-7
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546271
2015
As Provided
JAN2020
No
Academic Libraries
Web Sites
Undergraduate Students
Student Attitudes
Use Studies
Information Literacy
Library Instruction
Longitudinal Studies
Mixed Methods Research
Student Surveys
Least Squares Statistics
Interviews
Chen, Yu-Hui
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Higher Education
Postsecondary Education
As the availability of digital resources increased exponentially over the last two decades, academic libraries have heavily invested in electronic resources and made them accessible via library Web portals. Yet, underutilization of library Web portals is a common concern among academic libraries. According to the information systems (IS) literature, technology use is determined by user beliefs about the system (i.e., perceived ease of use, perceived usefulness, information quality, system quality, and service quality), and user satisfaction. Prior research has also shown that user training is critical in fostering positive users' perceptions and increasing information systems usage. Based on the technology acceptance model and the IS success theoretical frameworks, this longitudinal research was conducted to determine if a semester-long, credit-bearing information literacy course would have a positive impact on undergraduates' perceptions and use of the University at Albany Libraries' Web portal. A mixed methods approach was applied, and the sample population consisted of the undergraduate students enrolled in a three-credit General Education Information Literacy course, Internet and Information Access. Results from three rounds of survey (pre-course, post-course, and an online follow-up) indicated that the course exhibited a long-term positive impact on participants' use of the portal for research purposes. This study also identified factors influencing undergraduates' usage of the portal before and after the course intervention through Partial Least Squares modeling. Compared with the three quality factors, perceived usefulness exerted a stronger influence on user satisfaction which led to portal usage in both cases. Competing resources and voluntariness of use displayed significant negative impacts on portal utilization before the intervention. The negative effect of voluntariness of use became non-significant at the end of the instruction. Further investigation showed that current use led to continued satisfaction which prompted continued use. The outcome of interviews confirmed the quantitative analysis results. It also revealed that a lack of rigor in curriculum and usability were major causes for underutilization, along with the fit between tasks and the portal. As the credit-bearing information literacy course was well-received by participants, having instructors advocate for the usage of the portal was the most agreed-upon recommendation for promoting use. [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.]
ED551528
A Longitudinal Study of Undergraduate Students' Perceptions and Use Patterns of the University Libraries Web Portal: Does Information Literacy Instruction Play a Role?
ProQuest LLC
Ph.D. Dissertation, State University of New York at Albany
2012-00-00
978-1-2678-0802-8
367
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546791
2015
As Provided
JAN2020
No
Communities of Practice
Elementary School Teachers
Secondary School Teachers
Technology Integration
Correlation
School Culture
Educational Innovation
Maker, Jodi Lynn
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Secondary Education
Technology is interwoven in many aspects of society and has become an integral part of education. Teachers are expected to provide authentic learning opportunities for students and prepare them to function in a society that has become technologically dependent. The institutionalization of technology can only take place if school leaders provide an environment supportive of teacher communication and collaboration with peers. The creation of an interdependent culture built on a shared vision of academic success for all students and professional growth of teachers are critical components of such an environment. This quantitative correlational study examines the relationship between school culture and K-12 teachers' level of technology implementation and provides suggestions to school leaders desiring to increase teaching innovation and create a culture of inquiry for both teachers and students. [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.]
ED551529
Examining the Relationship between Professional Learning Communities and K-12 Teachers' Implementation of Technology
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2116-4
99
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547442
2015
As Provided
JAN2020
No
Information Technology
Interaction Process Analysis
Shared Resources and Services
Models
Public Colleges
Olsen, Timothy John
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
IT services are increasingly being offered via a shared service model. This model promises the benefits of centralization and consolidation, as well as an increased customer satisfaction. Adopting shared services is not easy as it necessitates a major organizational change, with few documented exemplars to guide managers. This research explores a public IT unit's realization of shared services with the intent to improve the transparency of its value proposition to their stakeholders. An ethnographic field study enabled in-situ data collection over a 24-month period. We analyzed the resulting, rich process data using the Punctuated Socio-Technical IS Change (PSIC) model. This resulted in several contributions: an explanatory account of shared services realization, an empirically grounded punctuated process model with seventeen critical incidents, and twelve key lessons for practitioners. Several extensions to extant process research methods are developed. These contributions combine to form a detailed and nuanced understanding of the process of realizing IT shared services at a large public university over a multi-year period. [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.]
ED551530
Realizing Shared Services--A Punctuated Process Analysis of a Public IT Department
ProQuest LLC
Ph.D. Dissertation, Georgia State University
2012-00-00
978-1-2677-9674-5
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546280
2015
As Provided
JAN2020
No
Foreign Countries
Higher Education
Educational Quality
Educational Assessment
Educational Policy
Qualitative Research
Case Studies
Content Analysis
Interviews
Educational Change
Global Approach
Sae-Lao, Rattana
Dissertations/Theses - Doctoral Dissertations
Thailand
Thailand
English
Higher Education
Postsecondary Education
Although the concept of quality has been an essential part of the higher education sector, the global quest for Quality Assessment (QA hereafter) has raised attention to quality to a new level. Van Vught and Westerheijden (1994) argue that the common charateristics of QA policy include: meta-level organization to conduct external evaluation, self-evaluation, peer review (site visits), published reports, and no link to public funding. Based on the document analysis, at least 48 countries established a meta-organization to implement QA between 1983 and 2010. This finding substantiates that QA has become a "global education policy." This term, coined by Verger et al. (2012), refers to "similar education reforms and a common set of education policy jargon [that] are being applied in many parts of the world" (p. 1). Influenced by policy borrowing and lending theory (Steiner-Khamsi, 2012), this dissertation was interested in understanding why a "global education policy" such as QA resonates in Thailand. Furthermore, it explored how the policy was introduced, implemented, and interpreted by the stakeholders within the higher education sector since its inception. This dissertation deployed a qualitative case study methodology with a triangulation of three methods to collect data: document analysis, 80 elite interviews, and a three-month internship at the Office of National Educational Standards and Quality Assessment (ONESQA). In 1994, QA was a topic of policy discussion within Thailand's higher education sector. However, it was not until 1999, with the promulgation of the National Education Act, that QA became a legal mandate for every institution. ONESQA, a public organization, was established in the year 2000 to be responsible for conducting external quality assessment. Comparing the timing of Thailand's institutionalization of QA to the international landscape, the country is considered to be a late adopter of the policy. Steiner-Khamsi (2006) aptly argued that a study of a late adopter is equivalent to a study on globalization. Why did a "global education policy" such as QA resonate in Thailand? It is argued that historical legacies of the Thai state, policy timing, and the policy belief systems of the policy elites help to explain the policy resonance and the introduction and implementation of QA in Thailand. Historically, the Thai elites have always, actively and purposefully, made reference to policies from elsewhere in order to legitimize national reform. The historical development of the Thai higher education sector is the case in point. While the establishment of universities during the early days of nation-building relied on European models, American models became the blueprint after the Second World War. QA resonated in Thailand because of this historically rooted logic of the Thai state that favored global trends. Policy timing was also an important factor. Given that QA was a byproduct of a sector-wide education reform, the Asian Economic Crisis provided a much needed "window of opportunity" to legitimize the new legal framework (Fry, 2000). The policy belief systems of Thai policy elites mattered. Through cross-sectoral borrowing, senior bureaucrats, university executives, and representatives from the private sector based QA on their professional experiences. How was QA introduced, implemented and interpreted within Thailand's higher education sector? The introduction of QA was perceived as an "irresistible global model/ trend" that Thailand needed to follow. The implementation of QA has been amalgamated within the existing hierarchy, seniority, and structure of Thailand. While QA policy was bureaucratized in every visited university through the creation of a central office, there has also been a professionalization of QA at extensive meetings, trainings, data collection, and self-assessment reports. The interpretation of QA differs depending on the type of institution, official position of each individual, and academic discipline. It is evident that university executives are more favorable to QA, while academics criticize QA for its abundant paperwork and question the link between quality education and quality assessment. This dissertation primarily contributes to the advancement of policy borrowing and lending theory. In addition to the politics and economics of borrowing, the case of Thailand elucidates the existence of a culture of borrowing. Thailand deploys externalization strategy to justify the locally and historically rooted logic and aspiration that becoming modern and adapted to global trends is a national necessity. By identifying the multiple faces of globalization and how it has been used as problem, policy, and politics, this dissertation also contributes to strengthening Comparative Policy Studies. [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.]
ED551531
The Logic of the Thai Higher Education Sector on Quality Assessment Policy
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-2678-4740-9
355
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548908
2015
As Provided
JAN2020
No
Academic Achievement
Prediction
Principals
Teacher Evaluation
Correlation
Self Evaluation (Individuals)
School Districts
School District Size
Elementary School Teachers
Questionnaires
Teacher Effectiveness
Reliability
Mathematics Achievement
Reading Achievement
Sroczynski, Tammy L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
A study incorporating components of a standards based model of teaching (Danielson, 2007) was undertaken to examine the relationship between the principal's evaluation of the teacher's effectiveness, the teacher's self-evaluation of effectiveness, and student achievement. Participants were solicited from a large school district and contact was made with 17 principals and 85 third grade teachers. An anonymous 20-item questionnaire was developed requiring the rating of teacher performance factors aligned with three domains on a 7-point scale according to their effectiveness. A reliability analysis was run using Cronbach's alpha, and produced a reliability coefficient of 0.94 overall. Three research hypotheses were formulated that involved running Pearson correlations. A positive relationship between the principal's evaluation of a teacher's effectiveness and student achievement was found for math, but not reading. However, this relationship, while significant, was low in strength (r = 0.27). An unexpected negative relationship occurred between the teacher's self-evaluation and achievement in both subjects. Finally, the analysis between the principal's evaluation of a teacher's effectiveness and a teacher's self-evaluation yielded a very weak negative correlation. Implications for the leadership role of the principal in the teacher evaluation process are discussed. Based primarily on a review of the literature, recommendations for future research include the need for a larger sample size, using an evaluation model that incorporates standards-based effective teaching criteria and a rubric with detailed descriptions of practice at each performance level, multiple evaluators who have received high quality training, and the use of criterion referenced tests. [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.]
ED551532
The Relationship between Student Achievement and the Predictors of Principals' Evaluation of Teachers and Teachers' Self-Evaluation
ProQuest LLC
Ed.D. Dissertation, Roosevelt University
2012-00-00
978-1-2677-9688-2
84
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546286
2015
As Provided
JAN2020
No
Adult Students
College Students
Nontraditional Students
Motivation
Barriers
Access to Education
Academic Persistence
Success
School Surveys
Colleges
Best Practices
Services
School Policy
Watson, Heidi A. C.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
This study examined motivators for and barriers encountered by non-traditional adult students in their efforts to access, persist in, and succeed in obtaining higher education. It surveyed four-year institutions to examine the extent to which different categories of four-year institutions are meeting adult students' needs and thereby promoting their success. This study drew conclusions about best practices, services, and policies at four-year institutions that promote or hinder the success of non-traditional adult students. The literature review examined access, persistence, and success and looked specifically at how a broader understanding of higher education applies to non-traditional adult students. Further, the study made recommendations about how institutional leaders can better serve this audience by promoting success through adult-friendly programs, services, materials, and policies. [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.]
ED551533
Promoting Adult Student Success at Four-Year Higher Education Institutions
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-2158-4
424
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547467
2015
As Provided
JAN2020
No
School Business Officials
Administrator Responsibility
Administrator Role
School Districts
Money Management
Response Rates (Questionnaires)
Qualitative Research
Statistical Analysis
Interviews
Audio Equipment
Online Surveys
Administrator Attitudes
Compensation (Remuneration)
Collective Bargaining
Interpersonal Communication
Stakeholders
Legal Problems
Federal Legislation
Boards of Education
Williams, Ann C.
Dissertations/Theses - Doctoral Dissertations
Illinois
Freedom of Information Act
Illinois
Freedom of Information Act
English
The purpose of this study was to identify the job responsibilities perceived as most important in maintaining school district financial solvency. Additionally, the study sought to identify specific financial management strategies school business officials (SBO) could consider to maintain financial solvency in their school districts. A total of 208 school business officials were queried, 135 completed the survey, which resulted in a 65% response rate. Survey data were analyzed using qualitative and quantitative research methodology. Interview data were audio-taped, transcribed, coded, and analyzed. Results of this study provide important information school business officials can consider as they lead their school districts during challenging financial times. Participants were asked to complete a two-part web-based survey. In the first part, they rated their perspectives on the importance of 65 SBO job responsibilities in maintaining school district financial solvency. In the second section, they were asked to respond to open-ended questions related to the research questions. In addition, three survey participants, who had lead their school districts from financial difficulty to solvency, were interviewed to further probe survey responses. Findings indicate that school business officials believe that understanding the impact revenues and expenditures on financial solvency and assessing compensation packages and proposals during collective bargaining were the most important responsibilities. Collaborating with stakeholders followed closely. Effective communication with all stakeholders and understanding legal issues were also viewed as very important. Finally, the study identified 122 financial management strategies that school business officials should consider to maintain financial solvency in school districts. Those mentioned most often included communicating effectively with stakeholders and updating financial projections regularly. In addition, study participants discussed the importance of dealing with several impediments to maintaining financial solvency including declines property values, weaknesses in the economy, and mandates from Springfield. Additionally, long term collective bargaining agreements, Freedom of Information Act requests, and miscommunication with the Board of Education were cited as obstacles to maintaining financial solvency in school districts. [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.]
ED551534
The Role of the School Business Official in Maintaining School District Financial Solvency
ProQuest LLC
Ed.D. Dissertation, Roosevelt University
2012-00-00
978-1-2677-9689-9
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546287
2015
As Provided
JAN2020
No
Discipline
Referral
Charter Schools
Traditional Schools
Student Behavior
Behavior Problems
Elementary Schools
Educational Administration
Special Education
Effect Size
Disproportionate Representation
Garcia, Vincent D.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Education
Extensive research has compared the overrepresentation of exclusionary (suspension type) consequences of certain groups. However, research has not been conducted to compare institutions that work primarily with at-risk, minority racial groups and those with disabilities, to traditional public institutions. Educational leaders have created numerous educational initiatives to have students spend as much time as possible learning while in schools. Innovative and creative instructional strategies are constantly being revised, integrated curriculum and learning theories are developed and implemented, and behavioral strategies are tested and put into law (Marzano, 2003). One such intervention is Positive Behavioral Support (PBS); which was designed to prevent misbehavior and keep students from getting into trouble. However, research is needed to investigate the consequences once a student commits an infraction. Specifically, research must address beneficial administrative responses to decrease reoccurring negative behaviors. The second gap in this literature relates to charter schools. Specifically, little research has been conducted at the elementary level regarding behavior, and almost no research has investigated behavior in the charter school elementary setting. This research was designed and conducted to bridge this gap. Specifically, this research aimed to explore how traditional primary schools process the administrative portion of office referrals compared to charter primary schools. This research focused on the frequency and proportion of students who receive office disciplinary referrals, the top four student infractions that result in office referrals, the top four administrative consequences of office referrals, and the proportion of special education students who receive office referrals in traditional and charter primary schools. This study found statistically significant differences in the areas of student infractions, administrative disciplinary infractions, and special education related referrals; with every significant difference meeting the criteria of having a large effect size. [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.]
ED551535
A Comparison of Office Disciplinary Referrals between Traditional and Charter Schools in a Texas Region
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4632-7
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548827
2015
As Provided
JAN2020
No
Achievement Gains
Mathematical Models
Mathematics Tests
Reading Tests
Scores
Correlation
Rural Schools
Elementary Schools
Achievement Rating
Accountability
Evaluation Methods
Pride, Bryce L.
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Education
The Adequate Yearly Progress (AYP) Model has been used to make many high-stakes decisions concerning schools, though it does not provide a complete assessment of student academic achievement and school effectiveness. To provide a clearer perspective, many states have implemented various Growth and Value Added Models, in addition to AYP. The purpose of this study was to examine two Value Added Model specifications, the Gain Score Model and the Layered Effects Model, to understand similarities and differences in school effect results. Specifically, this study correlated value added school effect estimates, which were derived from two model specifications and two outcome measures (mathematics and reading test scores). Existing data were obtained from a moderately large and rural school district in Florida. The outcome measures of 7,899 unique students were examined using the Gain Score Model and the Layered Effects Model to estimate school effects. Those school effect estimates were then used to calculate and examine the relationship between school rankings. Overall, the findings in this study indicated that the school effect estimates and school rankings were more sensitive to outcome measures than they were to model specifications. The mathematics and reading correlations from the Gain Score Model for school effects and school rankings were low (indicating high sensitivity), when advancing from Grades 4 to 5, and were moderate in other grades. The mathematics and reading correlations from the Layered Effects Model were low at Grade 5 for school effects and school rankings, as were the correlations at Grade 7 for the school rankings. In the other grades, correlations were moderate to high (indicating lower sensitivity). Correlations between the Gain Score Model and the Layered Effects Model from mathematics were high in each grade for both school effects and school rankings. Reading correlations were also high for each of the grades. These results were similar to the findings of previous school effects research and added to the limited body of literature. Depending upon the outcome measure used, school effects and rankings can vary significantly when using Value Added Models. These models have become a popular component in educational accountability systems, yet there is no one perfect model. If used, these models should be used cautiously, in addition to other accountability approaches. [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.]
ED551536
Sensitivity of Value Added School Effect Estimates to Different Model Specifications and Outcome Measures
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2677-9713-1
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546292
2015
As Provided
JAN2020
No
Academic Achievement
Achievement Gap
Socioeconomic Status
Institutional Characteristics
Comparative Analysis
Scores
High Stakes Tests
Federal Legislation
Mathematics Tests
Reading Tests
Elementary School Students
Curriculum
Holmes, Shaun L.
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
Arizona
Arizona
No Child Left Behind Act 2001
English
Elementary Education
Research has suggested the 2001 No Child Left Behind high-stakes testing legislation has resulted in a narrowed curriculum, decreased opportunities for poor and minority students, and decreased job satisfaction among teachers and administrators. Given the considerably negative influence No Child Left Behind legislation has had on public education, learning whether the legislation has met its primary objective to close the achievement was the critically important question asked by this quantitative ex post facto study. The existence of an achievement gap, or lack thereof, was determined by using 2011 AIMS reading and math test data from Maricopa County non-Title I and Title I elementary school at the aggregate school level and at grades three, four, and five, the elementary grade levels tested. Achievement scores of students in high socio economic status (non-Title I) schools (SES) were compared with scores of students in low (Title I) SES schools. Results revealed statistically significant evidence that the achievement gap has not closed in grades three, four, and five, in the fourth largest county in the United States. The high cost of No Child Left Behind high-stakes testing test-driven, narrowed curriculum delivered by dissatisfied and demoralized teachers and administrators might have been worthwhile had the legislation been successful. However, statistically significant evidence shows that NCLB legislation failed and that continuing to support legislation that mandates high-stakes testing will only delay endeavors to find meaningful ways to authentically assess students and their schools and deliver on the promise of a quality education. [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.]
ED551537
An Investigation of No Child Left Behind and Its Primary Purpose to Close the Achievement Gap
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4028-8
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548524
2015
As Provided
JAN2020
No
Teacher Education Programs
Teacher Leadership
Leadership Training
Masters Programs
Classification
Geographic Location
Course Descriptions
Content Analysis
Mainous, Cretia
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study focused on the 28 institutions that are members of the National Council for Accreditation of Teacher Education (NCATE) and offer Master's in Teacher Leadership programs that they describe on their websites. Those programs were researched looking for similarities and differences across programs, specifically researching their Carnegie Foundation Classifications, geographical location, and basic program descriptors. A document-analysis was conducted on a sub-sample of three institutions that provided access to core course syllabi on-line looking for the embedded knowledge, skills, and dispositions within their coursework. These knowledge, skills, and dispositions were then compared to the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium to uncover if the program goals aligned with the standards. Recommendations are made for policy, practice and future research related to the development of teacher leadership. [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.]
ED551538
A Descriptive Analysis of the National Council for Accreditation of Teacher Education Master's in Teacher Leadership Programs from 1980-Present
ProQuest LLC
Ph.D. Dissertation, Eastern Kentucky University
2012-00-00
978-1-2678-3050-0
170
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547921
2015
As Provided
JAN2020
No
Foreign Countries
Accessibility (for Disabled)
Information Technology
Computer Science Education
College Curriculum
Case Studies
Universities
Masters Programs
Curriculum Development
Instructional Materials
Sustainability
Economic Development
Disabilities
Bohman, Paul R.
Dissertations/Theses - Doctoral Dissertations
United States
England
Austria
Virginia
Austria
United Kingdom (England)
United States
Virginia
English
Higher Education
Postsecondary Education
Digital technologies allow people with disabilities to participate independently in society in ways they never could before. The full realization of these new opportunities remains elusive, though, because working professionals in the information and communication technology (ICT) field rarely receive adequate training in how to make digital ICT accessible to people with disabilities. Adding accessibility to the university ICT curriculum can help create a critical mass of ICT professionals with accessibility awareness and expertise to finally realize the full accessibility potential of digital technologies. This dissertation provides a rich informational context from which ICT curriculum leaders can decide how to best infuse accessibility into their own curriculum. Part I consists of detailed case study narratives of curricula at three universities, documenting the context in which the curriculum was developed, the curriculum rationale, and the process of design and implementation. The three case studies were: (a) the Web Sciences master's degree program at the University of Linz in Austria, (b) the Instructional Technology master's degree program at George Mason University in the United States, and (c) the Digital Inclusion master's degree program at Middlesex University in the United Kingdom. Part II consists of a thematic analysis across the case studies of six main themes: (a) the curriculum goals and rationale; (b) the curriculum design process, from idea to implementation; (c) defining the scope of the curriculum; (d) instructional materials and strategies; (e) instructional format and media choices; and (f) program sustainability. The last theme, program sustainability, proved to be one of the most crucial aspects of incorporating accessibility into the ICT curriculum. Part III situates the ICT curriculum within the broader theoretical economic development framework of the capability approach, which is an approach to economic development that takes into account many variables in the quality of human life, not just financial measures. The discussion addresses the unique power of digital ICT to create capabilities in people with disabilities, and the role of the ICT curriculum within an "accessibility ecosystem" of diverse, interconnected stakeholders. The discussion concludes with a list of indicators for measuring accessibility content in the ICT curriculum. [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.]
ED551539
Teaching Accessibility and Design-for-All in the Information and Communication Technology Curriculum: Three Case Studies of Universities in the United States, England, and Austria
ProQuest LLC
Ph.D. Dissertation, Utah State University
2012-00-00
978-1-2677-9738-4
449
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546296
2015
As Provided
JAN2020
No
First Year Seminars
Social Integration
College Freshmen
Schools of Education
Mixed Methods Research
Program Effectiveness
Student Surveys
Focus Groups
School Holding Power
Grade Point Average
Comparative Analysis
Public Colleges
Krahenbuhl, Kevin
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Higher Education
Postsecondary Education
This dissertation presents an analysis of the effectiveness of a Research I University's College of Education FYE seminar program's influence on the key factors of social and academic integration of freshmen students in the program. This project provides significant analysis of one of the most recent trends in First-Year Experience programs--the shift toward more college-centered administration of such programs. FYE programs have been a cornerstone of academic research in higher education over the past few decades as emphasis has been placed on increased retention and success. Vincent Tinto's Longitudinal Model of Institutional Departure serves as a basis of this study as it provides the framework of social and academic integration being integral to increasing the likelihood of retention from year-to-year. The study is a mixed method approach integrating qualitative analysis of student reflections and interaction from their seminar in conjunction with quantitative analysis of a Likert survey on integration and the performances of students enrolled in these courses compared to the non-college-based (generic university-wide) FYE seminars. The research was conducted at a major southwestern research university including interactions with students enrolled in multiple sections of the FYE course, a series of surveys issued to a subset of the population, a focus group interview, and a series of open-ended student response questions providing qualitative analysis of the program. Grades and retention rates were tracked for the sample collected from the college-based FYE seminar and the university population at large to further identify if housing the program in the College of Education brought positive results in terms of course goals. This study suggests that FYE programs such as the one housed at this southwestern research university may indeed promote increased social and academic integration. It further found a higher grade-point average and retention rate for students enrolled in the college-specific seminar rather than general university-wide FYE seminars. The study is enriched with insight from students on positive and negative elements of their experiences. This dissertation is a useful resource for anyone involved in the establishment or evolution of a first year experience program and includes recommendations based on the evidence gathered from the study. [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.]
ED551540
Analysis of Social and Academic Integration in a Public University's First Year Experience Seminar
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4036-3
117
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548528
2015
As Provided
JAN2020
No
Hierarchical Linear Modeling
Academic Achievement
Achievement Gains
Models
Standardized Tests
Scores
Grade 8
Grade 9
Predictor Variables
Race
Special Education
English Language Learners
Giorgio, Dorian
Dissertations/Theses - Doctoral Dissertations
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 9
High Schools
Educational experts have criticized status models of school accountability, as required by the No Child Left Behind Act (NCLB), describing them as ineffectual in measuring achievement because their one-time assessment of student knowledge ignores student growth. Research on student achievement has instead identified growth models as superior school accountability models because these models offer control of variables known to affect student learning, a limitation of status models. In addition, past research using multilevel modeling (MLM) to model growth has been limited to two levels, impeding researchers' ability to control for variables known to affect learning. To address this limitation, a three-level MLM was used to model student growth while controlling for student- and school-specific variables. Using 305 observations consisting of three years of standardized test scores for 8th and 9th grade students, this study modeled the relationship between student and school-specific variables, such as previous course grades and socioeconomic status. This research used a nonexperimental, time series design and a three-level MLM to predict future scores on growth trajectories. The comparison between the predicted and actual scores was significant. The most significant variables in this prediction included race and whether students received special education and English language learner services, which two-level models could not assess. This study provided evidence that the relationship between student- and school-specific parameters can be identified using a three-level MLM analysis. MLM offers school leaders a sophisticated method to predict students' future achievement and identify the significant variables that warrant focus and remediation. [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.]
ED551541
A Three-Level Hierarchical Linear Model Using Student Growth Curve Modeling and Contextual Data
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2678-0976-6
266
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546837
2015
As Provided
JAN2020
No
School Activities
School Psychologists
Early Adolescents
At Risk Persons
Prevention
Intervention
Social Development
Emotional Development
Adolescent Development
Counselor Role
Behavior Problems
Sexuality
Substance Abuse
Health Behavior
Middle School Students
Kingsley-Scott, Janis
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
School psychologists are becoming more and more involved in helping our youth to learn better coping strategies, decision making skills, and develop tolerance with others. According to Elias (2002), school psychologists are valuable resources for early adolescents to learn skills necessary to avoid high-risk behaviors, including alcohol and drug abuse, increased sexual activity, unintended pregnancies, and sexually transmitted diseases. Elias goes onto explain how these behaviors are preventable and that school psychologists can become instrumental in leading these prevention efforts. Goleman (1995) explains that social and emotional intelligence can be a more accurate predictor of life success than IQ. It would be appropriate, therefore, for schools to give students instruction and guidance in order for students to learn tools to become more socially and emotionally competent. This paper will discuss the developmental needs of early adolescents and how the school psycholoigst can help prevent some of the problem behaviors stated above and can hopefully promote greater social awareness, self awareness, and social competence. Through collaboration efforts, school psychologists can help provide group assemblies to address these issues which in turn can lead to healthier and better adjusted youth, and hopefully higher levels of achievement in school. [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.]
ED551542
The Provision of School Assemblies as a Primary Prevention Psycho-Educational Strategy, for Early Adolescents in Middle School
ProQuest LLC
Psy.D. Dissertation, Alliant International University
2012-00-00
978-1-2678-1637-5
90
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547186
2015
As Provided
JAN2020
No
Undergraduate Students
Multilingualism
Literacy
Academic Discourse
Socialization
Student Development
Self Concept
Writing (Composition)
Writing Attitudes
English (Second Language)
Literary Genres
Liberal Arts
Curriculum
English Instruction
Identification (Psychology)
Student Diversity
Case Studies
Semi Structured Interviews
Autobiographies
Data Collection
Tudor Sarver, Whitney Ann
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of western academic discourse (e.g., Bizzell, 1992; Canagarajah, 2002; Flowerdew, 2002; Hyland, 2000), the academic literacies model (e.g., Barton & Hamilton, 1998; Blanton, 2005; Lea & Street, 2006; Seloni, 2012), genre theory and pedagogy (e.g., Cheng, 2007, 2008, 2011; Dean, 2008; Hyland, 2004; Johns, 2009), and academic identities as constructed through academic socialization and "doing school" (e.g., Pope, 2001; Valenzuela 1999), the following research questions are addressed: (1) How do students from diverse backgrounds develop their academic literacies and academic socialization in the undergraduate context?; (2) How does a student situate him/herself within the academic community?; (3) How does genre theory/pedagogy play out in a student's development of academic literacies or academic socialization?; and (4) How is academic identity constructed within writing, and how can it contribute to academic literacy development? This study employs case study methodology (Yin, 2009) because doing an in-depth focus on each individual participant provided multiple sources of data, which in turn allow for an accurate understanding and depiction of the participants experiences and negotiations with academic literacy, socialization, and identity development. Data was collected in various ways: semi-structured interviews, monthly blogs, literacy autobiographies, and documents produced during the data collection period for classes in which the participants were enrolled. Following data analysis, four themes emerge: (1) challenging the undergraduate liberal arts curricula; (2) privileging English courses in the liberal arts curricula; (3) constructing good student versus "doing school" identities; and (4) perceiving written work as writing or non-writing. Understanding the experiences of the participants in relation to the themes leads to pedagogical, curricular, and professional development implications to allow teachers and administrators to assist students in the development of their academic literacies, academic socialization, and academic identities. [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.]
ED551543
"Doing School" Right: How University Students from Diverse Backgrounds Construct Their Academic Literacies and Academic Identities
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-2154-6
191
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547464
2015
As Provided
JAN2020
No
Learning Theories
Undergraduate Students
Computer Software
Teaching Methods
Behaviorism
Constructivism (Learning)
Accuracy
Interior Design
Studio Art
Student Surveys
Student Experience
Retention (Psychology)
Student Behavior
Gomboc-Turyan, Julie L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The transition from an academic atmosphere to the professional world is an important step in a college student's life. The use of traditional teaching methods has been the subject of ongoing research into how well they prepare students for this transition. The evolution of technology and the state of the nation's economy continually require entry-level employees to display broader skillsets. Competencies such as critical thinking, creativity, and technical accuracy are three off the primary attributes of a well-prepared college student transitioning into a creative or design industry. Within traditional teaching methodologies, technical accuracy has been the primary outcome of the learning environment. These traditional methods often fall short in preparing students for other the necessary competencies. This study explores the application of two teaching methodologies--behaviorist and constructivist--and their effects on accuracy, retention, and behavior among college students in an interior design studio classroom setting. Two separate groups of participants engaged in a learning experience that followed either a behaviorist methodology or a constructivist methodology. Participants learned software and completed an electronic drawing that was assessed for accuracy and creative embellishment by the researcher. Additionally, participants submitted surveys after each learning session that described their experience from the perspectives of learner confidence, value of learned skills, and difficulty of the learning session. Finally, learner behavior was analyzed through visual observations made by trained individuals during the learning sessions. Data showed a clear difference in many of the assessed categories between the methodologies applied. While accuracy levels were high in both approaches, in most other categories, students participating in the constructivist-based groups exhibited higher scores. It is recommended that creative studio classes implement a hybrid approach that utilizes facets of both behaviorist and constructivist methodologies, and also that further research be conducted with larger groups of learners with a wider array of prior academic performance levels. Findings were encouraging in support of an academic goal to better preparing students for a professional transition. [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.]
ED551544
Impact of Learning Theory Methods on Undergraduate Retention and Application of Software in a Studio Setting
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-2299-4
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547547
2015
As Provided
JAN2020
No
Online Courses
Educational Technology
Teaching Methods
Delivery Systems
Virtual Classrooms
Grade 7
Science Instruction
Synchronous Communication
Computer Simulation
Asynchronous Communication
Conventional Instruction
Comparative Analysis
Science Achievement
Student Motivation
Satisfaction
Gender Differences
Carnahan, Christopher D.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Online learning has seen an explosive growth at the K-12 level, however little research has used an experimental design approach to specifically examine the outcomes of delivery methods. This study examines what effect learning in an immersive learning environment (virtual world) has on student achievement and satisfaction with the lesson. To conduct this experiment, four groups received instruction in their seventh grade science course. This occurred with two groups having live virtual lessons (synchronous), one simulated asynchronous, and one traditional classroom lesson serving as the control. The same instructor delivered all four lessons with identical content. The results of this study showed that no significant difference in achievement was present based on the method of instructional delivery. As for the motivation of learners, there was a significant difference for satisfaction with the virtual environment having a higher level of satisfaction. No significant difference was detected between genders within groups for either satisfaction or achievement. The results of this study show that learners in the virtual environment had at least equal achievement growth and had a higher level of satisfaction while learning in a virtual classroom. Additional research is called for to investigate the long-term impact that learning in an online virtual environment has on student achievement and satisfaction. [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.]
ED551545
The Effects of Learning in an Online Virtual Environment on K-12 Students
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2677-9739-1
137
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546297
2015
As Provided
JAN2020
No
Bayesian Statistics
Computer Security
Computer Networks
Data Collection
Information Technology
Accuracy
Error Patterns
Models
Predictive Measurement
Pattern Recognition
Experiments
Koc, Levent
Dissertations/Theses - Doctoral Dissertations
English
With increasing Internet connectivity and traffic volume, recent intrusion incidents have reemphasized the importance of network intrusion detection systems for combating increasingly sophisticated network attacks. Techniques such as pattern recognition and the data mining of network events are often used by intrusion detection systems to classify the network events as either normal events or attack events. This research study claims that the Hidden Naive Bayes (HNB) model can be applied to intrusion detection problems that suffer from dimensionality, highly correlated features, and high network data stream volumes. HNB is a data mining model that relaxes the naive Bayes method's conditional independence assumption. The experimental results show that the HNB model exhibits a superior overall performance in terms of accuracy, error rate, and misclassification cost compared with the traditional naive Bayes model, leading extended naive Bayes models and the Knowledge Discovery and Data Mining (KDD) Cup 1999 winner. HNB model performed better than other leading state-of-the art models, such as Support Vector Machine, in predictive accuracy. The results also indicate that HNB model significantly improves the accuracy of detecting denial-of-services (DoS) attacks. [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.]
ED551546
Application of a Hidden Bayes Naive Multiclass Classifier in Network Intrusion Detection
ProQuest LLC
Ph.D. Dissertation, The George Washington University
2013-00-00
978-1-2677-9750-6
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546303
2015
As Provided
JAN2020
No
Predictor Variables
Computation
Children
Early Adolescents
Mathematics Skills
Mathematical Logic
Factor Analysis
Models
Goodness of Fit
Scores
Regression (Statistics)
Visual Perception
Spatial Ability
Semantics
Neuropsychology
Schneider, Dana Lynn
Dissertations/Theses - Doctoral Dissertations
Wechsler Individual Achievement Test
Wechsler Individual Achievement Test
English
After multiple reviews of the literature, which documented that multiple cognitive processes may be involved in mathematics ability and disability, Geary (1993) proposed a model that included three subtypes of math disability: Semantic, Procedural, and Visuospatial. A review of the extant literature produced three studies that examined Geary's three subtypes, which provided some support for Geary's model. Given the paucity of research examining Geary's subtypes of math disability, this study aimed to add to the literature by exploring the presence of these three subtypes in a sample of school-aged children. The sample consisted of 60 participants (30 males, 30 females) ranging in age from 7 to 13. Participants were taken from the standardization sample of the NEPSY-II. Individuals with data on the NEPSY-II (Korkman, Kirk, & Kemp, 2007) and the Math Calculation and Math Reasoning subtests of the Wechsler Individual Achievement Test Second Edition (WIAT-II; Wechsler, 2001) were included in the primary analysis. Confirmatory Factor Analysis (CFA) results showed that the model consisting of select NEPSY-II subtests used to create Geary's three domains was a good fitting model. After creating domain scores for each participant, regression analyses were conducted in order to determine if Geary's three subtypes accounted for a significant amount of variance in math reasoning and math calculation performance. Results showed that the Semantic subtype did not contribute a significant amount of variance to numerical operations performance when examined in isolation. Hierarchical regression analysis, which consisted of entering the Semantic domain first and then adding the Procedural and Visouspatial domains simultaneously, showed that the model did not account for any variance in numerical operations performance. When all three domains were entered simultaneously, the Visuospatial domain was the only domain to account for a significant amount of variance in numerical operations performance. In terms of math reasoning, the Semantic domain was the only one to account for a significant amount of variance. The results of the current study are discussed within the context of Geary's theory and previous research related to Geary's theory. Finally, limitations, directions for future research, and implications are considered. [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.]
ED551547
Neuropsychological Predictors of Math Calculation and Reasoning in School-Aged Children
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2012-00-00
978-1-2677-9761-2
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546312
2015
As Provided
JAN2020
No
Cultural Awareness
Interpersonal Competence
Females
Nonprofit Organizations
Leadership
Social Justice
Caring
Biographies
Research Methodology
Learning Theories
Social Environment
Personality
Social Influences
Seymour, Susan R.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to consider the development of social consciousness in female nonprofit leaders. The problem undergirding the study is that we do not know enough about social consciousness to know how it is learned, if it can be taught, if it is stable over a lifetime, and what factors and life events shape its unique expression. A further concern is understanding how people come to enact caring about social justice causes and why they enacted caring about certain causes but not others. The research investigated learning related to the social consciousness of female nonprofit leaders who work with organizations focused on social justice issues. The research method utilized, life history collage, employed a combination of art and life history to investigate this phenomenon. Once collages were made, participants were interviewed to further explore emergent themes and these themes were analyzed using the learning theory enactivism to understand how learning influenced each woman's social consciousness. Findings indicate that organizing structures emerged in childhood that both enabled and shaped the potential of each woman's social consciousness. This "potential" was inherent in the structure of each woman's world view, but was enacted in the way this structure coupled with opportunities in her environment. In other words, each woman's social consciousness coemerged within environments that shaped her social consciousness and that were shaped by her social consciousness. Thus, social consciousness and environment are mutually specifying. This research implies that the development of social consciousness is a personal expression rooted as much in personality as environmental opportunity. Furthermore, unique personal constructs such as frugality, social mobility, mental illness, and a desire for holistic relationships can be the catalyst for involvement in social action without a direct correlation to social justice awareness. If an environment "triggers" something in an individual, whatever that something is, then a connection will be made and action will result--sometimes social action. [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.]
ED551548
The Use of Life History Collage to Explore Learning Related to the Enactment of Social Consciousness in Female Nonprofit Leaders
ProQuest LLC
Ph.D. Dissertation, Utah State University
2012-00-00
978-1-2677-9762-9
226
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546313
2015
As Provided
JAN2020
No
Community Colleges
College Students
Intervention
Nontraditional Education
Student Attitudes
Positive Attitudes
Gender Differences
Educational Attainment
Intention
Pretests Posttests
Attitude Measures
Multivariate Analysis
Graduation Rate
Straight, Carli A.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
One of the missions of California Community Colleges (CCCs) is to provide career and technical education (CTE) to students that will prepare them for the workforce. Major funding for CTE programs comes from grant monies that are tied to the condition that institutions must demonstrate an effort to increase the participation and completion rates of students who are preparing to work in nontraditional careers (i.e., careers in which their gender comprises less than 25% of the labor force). The present study applied the principles of the Theory of Planned Behavior (TPB) to design an intervention to address participation and completion in nontraditional programs at a medium-sized CCC in southern California. Two hundred twenty-nine CCC students participated in the study, 117 experienced an intervention and 112 received no intervention. A multivariate analysis of covariance (MANCOVA), followed by univariate analyses of covariance (ANCOVA), revealed that, controlling for pretest measures, gender of participant, and the gender by study condition interaction, participants in the treatment group reported more positive posttest attitudes ( p = 0.002, d = 0.42) and subjective norms (p = 0.025, d = 0.31; although the effect was marginal) than participants in the control group. In addition, controlling for pretest measures, study condition, and the gender by study condition interaction, females reported marginally higher behavioral intentions than males at posttest (p = 0.053, d = 0.29). Tests of the relationships between cognitive antecedents to behavior and behavioral intentions revealed that subjective norms (sr[superscript 2] = 0.038, p < 0.001) and attitudes (sr[superscript 2] = 0.008, p = 0.04) both uniquely accounted for a significant portion of the explained variance in behavioral intentions, but perceived control did not. Moreover, subjective norms explained more variance in behavioral intentions than either attitudes or perceived control. Finally, a test of delayed effects of the intervention on treatment participants revealed that while an immediate positive change in attitudes was evident at posttest (M[subscript diff] = 0.41, p < 0.001), the effect had worn off at the delayed posttest nine weeks later (M[subscript diff] = 0.09, p = 0.46). [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.]
ED551549
An Intervention Designed to Increase Participation and Completion Rates of Community College Students in Nontraditional Programs
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2012-00-00
978-1-2677-9764-3
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546314
2015
As Provided
JAN2020
No
Trade and Industrial Education
Academic Achievement
Standardized Tests
High School Students
Public Schools
Private Schools
Probability
Statistical Analysis
Siegrist, Michael Scott
Dissertations/Theses - Doctoral Dissertations
National Assessment of Educational Progress
National Assessment of Educational Progress
English
High Schools
Secondary Education
This study examined whether students who participated in the trades and industry curriculum did better than their counterparts on standardized tests. Data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) were used. A nationally represented sample of over 37,000 public and private school students were assessed. The study described the graduating high school students by several covariates. A propensity score was run to find which covariates balanced to satisfy the treatment group. A Kernel Matching Method was run to determine if the trades and industry students achieved a statistical difference over their cohort non-trades and industry students on standardized tests. In all, the study concluded that trades and industry students did not do better than those who did not participate in the career and technical curriculum. [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.]
ED551550
The Effect of Trades and Industry, a Career and Technical Education Curriculum, on Student Achievement: A Propensity Study
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Colorado Springs
2012-00-00
978-1-2678-0835-6
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546815
2015
As Provided
JAN2020
No
Educational Attainment
Geographic Distribution
Economics
Higher Education
Regression (Statistics)
Geographic Location
Educational Finance
Financial Support
Industry
Sutton, Farah
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examines the spatial distribution of educational attainment and then builds upon current predictive frameworks for understanding patterns of educational attainment by applying a spatial econometric method of analysis. The research from this study enables a new approach to the policy discussion on how to improve educational attainment for the states and nation; a dialogue where states are viewed not as independent, isolated observations but as a part of a larger system or cluster of observations. This research utilized data from the U.S Census Bureau, American Community Survey of 2009 and examined the percent of the workforce population with a baccalaureate or higher degree. Exploratory spatial data analysis was conducted to study the spatial distribution of educational attainment. Based on initial results, both classic linear regression and spatial autoregressive models were used. The findings from this study indicate that educational attainment is spatially dependent and furthermore, the consideration of the spatial context through spatial autoregressive models can provide greater insight and understanding into educational attainment. This research was able to distinguish significant geographic location effects on educational attainment from funding, economic and industry effects. In particular, spatial concentration of educational attainment was proven to be significant. Several important policy implications were derived from these findings. These policies relate to the following issues: a) allocation of funds to postsecondary education, b) consideration and promotion of industry, and c) acknowledging spillover effects from adjacent states. [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.]
ED551551
The Nexus of Place and Finance in the Analysis of Educational Attainment: A Spatial Econometric Approach
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-4440-8
204
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548734
2015
As Provided
JAN2020
No
Teacher Improvement
Teacher Collaboration
Facilitators (Individuals)
Role
High Schools
Secondary School Teachers
Pedagogical Content Knowledge
Pretests Posttests
Statistical Analysis
Case Studies
Interviews
Qualitative Research
Vaughn, Stephanie Michelle
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
High Schools
Secondary Education
Lesson study, a teaching and learning strategy used in Japan, is a new area of consideration for teacher professional development in the United States. An important component of the lesson study process is the role of the facilitator. The intent of this study was to investigate the role of the facilitator in the lesson study process relative to high school teachers' perspectives of content knowledge and pedagogical knowledge in addition to their perspectives of the lesson study process. Educators were prepared as trained lesson study facilitators in a rigorous, state-level professional development training. Untrained facilitators listened to a presentation from a literacy coach at their schools. The Survey of Teacher Perspectives of the Effectiveness of Lesson Study in Improving Teaching and Student Achievement (STEPLS) pretests and posttests were used to evaluate the perspectives of lesson study participants (STEPLS; Wright, 2010). Thirty-six educators from four high schools located in northwest Florida participated in the study. Participant assignment into group was based upon the type of facilitator at each school. The quantitative data analysis of this embedded case study shows mixed outcomes. The impact of a trained facilitator positively influenced the perspectives of pedagogical knowledge for the participants. Moreover, there was an overall improvement for perspectives of lesson study in general for the participants who experienced a trained lesson study facilitator. The facilitator's role appeared to have no influence on perspectives of content knowledge. Results compiled from open-ended questions on the STEPLS and from random interviews generated the qualitative component of this study. The qualitative analysis also showed support for improved pedagogical knowledge. The study results indicate that trained lesson study facilitators are important to ensure high quality lesson study professional development trainings. Trained lesson study facilitators may promote improved pedagogical knowledge of the participants as well as ensure that the lesson study process is effective. [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.]
ED551552
Investigating the Facilitator's Role during the Lesson Study Process in High Schools
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2199-7
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547504
2015
As Provided
JAN2020
No
Dropout Rate
At Risk Students
Mixed Methods Research
Gender Differences
Racial Differences
Ethnic Groups
Socioeconomic Status
Suspension
Attendance
Grade Repetition
Student Characteristics
Public Schools
Hypothesis Testing
High School Students
Student Attitudes
Regression (Statistics)
Mccombs, L. Baron
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
High Schools
Secondary Education
When children leave school for the very last time without receiving a high school diploma, they do so quietly. For them there is no fanfare, no bells, no pomp and circumstances--it is a "shameful walk" of despair and of dreams lost. For them it is, "the end of the line on a train to nowhere." The purpose of this sequential explanatory mixed-method study was to determine if there is a relationship between gender, ethnicity, socioeconomic level, number of days suspended, number of days absent, number of times retained, and the decision to matriculate or dropout of school. In addition, this study explored the factors that influence student propensity to drop out of school. By analyzing the educational attainment data from 5 cohort-years of a midsize Florida public school district using cross-tabulation analysis, chi-square analysis, phi-coefficient, Cramer's "V", Pearson's "r", logistic regression analysis, and conducting 32 phenomenological semistructured interviews with dropouts, parents, and school staff, this study examined the factors that affected the high school graduation and dropping-out behavior of over 22,500 students for school years 2007-2011. The findings of this research reaffirmed the notion that the signs of school disengagement are oftentimes complex, misunderstood, misinterpreted, and misdiagnosed by parents and school officials alike. Yet, when given accurate and reliable longitudinal graduation and dropout data, school leaders and educational policy makers are able to put in place the programs and policies that help students succeed. The findings of this study support the hypothesis that significant statistical difference does exist between the educational attainment of ethnic minorities and their non-minority counterparts. In this midsize Florida public school district the ever-widening chasm of educational attainment between some ethnic minority groups and their White and Asian counterparts, exists and is operating full-force. What is known about this phenomenon of dropping out is that being a dropout places a severe burden on the student, his or her family, and the nation--in emotional and economic ways. This research made clear that that there is a deep-rooted pain buried within the heart of the high school dropout that surfaced each time a participant in this research project was asked the question, "Think back to the very moment you realized that you were not going to graduate from high school, what did it feel like?" The answer, most often, began with a pause--some tears, another pause--then, the answer. Several of the participants had to stop and apologize because none of them had planned on dropping out of school; from their perspective it just happened. When asked the question one of the participants, DP1, replied, "This is really touching to me...I let myself down.". [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.]
ED551553
An Exploration of Factors That Influence the High School Dropout Rate
ProQuest LLC
Ph.D. Dissertation, Keiser University
2012-00-00
978-1-2678-4668-6
253
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2015
As Provided
JAN2020
No
Qualitative Research
Success
Females
Womens Education
Interviews
Barriers
Student Attitudes
Financial Problems
Student Needs
Social Support Groups
Student Motivation
Religious Factors
Low Income Groups
At Risk Students
Family Environment
College Graduates
Educational Attainment
Academic Achievement
Huffman, Martisia Denise
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This qualitative research study looked at 13 students who because of their backgrounds and/or family environments were considered to be high risk of educational failure, but against the odds completed a 4-year degree with honors. Analysis of the open-ended interview protocol produced 5 emergent themes: (a) self-described individual attributes that led to participant success; (b) perceived barriers to success: poor mindset, life choices, and finances; (c) support systems that contributed to participant success; (d) sources of internal and external motivation to work toward the desired goal of education; and (e) the influence of personal faith or spirituality. [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.]
ED551554
Factors Contributing to Academic Success and Persistence in Female, Lower Socioeconomic College Students
ProQuest LLC
Ed.D. Dissertation, Azusa Pacific University
2012-00-00
978-1-2678-3440-9
152
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2015
As Provided
JAN2020
No
Semantics
Computational Linguistics
Syntax
Phrase Structure
Mathematical Models
Generalization
Research Methodology
Language Research
Language Usage
Correlation
Word Frequency
Statistical Analysis
Mendoza, Ray Padilla, Jr.
Dissertations/Theses - Doctoral Dissertations
English
Extracting and representing semantic information from large scale corpora is at the crux of computer-assisted knowledge generation. Semantic information depends on collocation extraction methods, mathematical models used to represent distributional information, and weighting functions which transform the space. This dissertation provides a solution to the problem of extracting useful collocations, improves the standard vector space model, and posits non-frequency based transformations on the vector space model space. First, several collocation extraction methods exist based on linear proximity, or syntactic structure. Syntactic structure can be generated using parsers, or be provided by treebanks. However, using syntactic structure is computationally expensive and cannot scale well to large-scale corpora. Two algorithms are proposed which approximate those extracted by parser-based methods. They are computationally inexpensive and exclude semantically irrelevant collocations, produce collocations which are more statistically significant than linear proximity-based collocations, and produce tighter, more well-separated clusters. Second, the problem of embedding collocations into a useful mathematical model is commonly addressed with the use of the Vector Space Model (Salton, 1975). However, it implicitly assumes an orthonormal basis. This contradicts the reality that words associated to dimensions which form the basis can be related. A general solution to this issue will be provided which partially relaxes the assumption of orthonormality. The generalized vector space shows improved semantic category separation for known semantic categories. Lastly, weighting functions used on vector spaces are generally frequency based. This is necessary because relationships between points in the vector space do not immediately reflect their distributional relatedness, though they should (Harris, 1954). This is due to frequency effects in language use (Zipf, 1932). The correlation between word frequency and relevant features for specific semantic categories (Overschelde, 2004) will be explored. This dissertation proposes a weighting function based on a quantitative measure of confidence that the asymptotic limit of collected distribution has been reached. When combined with frequency-based weighting, cluster separation improves for known semantic classes. In summary, this work provides an efficient and accurate collocation extraction method, generalizes the vector space model, and offers alternative non-frequency based weighting functions for vector space transformation. [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.]
ED551555
Extracting Useful Semantic Information from Large Scale Corpora of Text
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2012-00-00
978-1-2678-3625-0
112
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548334
2015
As Provided
JAN2020
No
Secondary Schools
Principals
Anxiety
Job Satisfaction
Public Schools
Surveys
Statistical Analysis
Correlation
Stress Variables
Gender Differences
Racial Differences
Age Differences
Work Experience
Socioeconomic Status
Romney, Angela G.
Dissertations/Theses - Doctoral Dissertations
Texas
Academic Excellence Indicator System
Administrative Stress Index
Mann Whitney U Test
Texas
Academic Excellence Indicator System
English
Secondary Education
The role of a secondary school principal continues to expand and increase principals' daily workload. The high stakes testing environment also places pressure on principals to ensure that students score high on standardized tests. With a heavy workload, principals find themselves faced with numerous work-related stressors that influence job satisfaction. The purpose of this study was to identify the general stress levels, the different stress levels by the sub-categories of role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress, as well as the general job satisfaction levels of secondary school principals in Texas. The study also examined the stress levels by the following demographic characteristics: gender, race, age, experience level, socioeconomic status of the campus, and the 2011 Texas Education Agency's Academic Excellence Indicator System (AEIS) rating of the campus. Additionally, the study analyzed the relationship between principals' overall stress levels and overall job satisfaction levels. A demographic questionnaire, the Administrative Stress Index (ASI), and the Mohrman, Cooke, Mohrman Job Satisfaction Scale (MCMJSS) were the instruments used to gather data from the principals. An email with the surveys was sent to all public school secondary principals in Texas on April 11, 2012 and 655 principals responded, with 605 principals completing all three surveys. ANOVA tests, Independent sample t-tests, Brown-Forsythe test, Mann-Whitney U tests, and the Pearson correlation coefficient were all used to analyze the data in a quantitative methodological approach. The results of the study indicated that secondary school principals in Texas have a low mean overall stress level. Task-based stressors gave principals more stress, while boundary-spanning stressors caused them the least amount of stress. There were several significant differences in stress levels by race, experience level, and AEIS rating; however, there were no significant differences in stress levels by gender, age, or socioeconomic level of the campus. The overall mean job satisfaction level for principals was in the moderate to high range. There was also a negative correlation between overall stress and job satisfaction, with principals citing higher stress levels having lower job satisfaction levels. Recommendations were made related to providing additional support for principals, better preparing future administrators, and continuing research related to the workload, stress levels, and job-satisfaction of principals. [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.]
ED551556
Stress and Job Satisfaction among Secondary School Principals in Texas
ProQuest LLC
Ed.D. Dissertation, Dallas Baptist University
2012-00-00
978-1-2678-1349-7
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547037
2015
As Provided
JAN2020
No
English Language Learners
Intervention
Reading Instruction
Repetition
Reading Strategies
Reading Achievement
High Stakes Tests
Quasiexperimental Design
Comparative Analysis
Reading Tests
Standardized Tests
Grade 2
Elementary School Students
Reading Fluency
Scores
Corella, Jolene
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Grade 2
Primary Education
Elementary Education
Early Childhood Education
High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student achievement in reading, as measured by scores in reading on high stakes assessments. A quasi-experimental ex post facto design was used to compare the mean correct score on the reading portions of the standardized test for students in second grade during 2010 and in 2011. Students in 2011 received fluency skills practice using the RR strategy while students in 2010 did not. The data were analyzed using the independent samples t test procedure. There was no statistical difference in test scores. The implications for positive social change are increased student motivation and fluency skills, knowledge of the importance of fluency skills practice, methods for explicitly teaching fluency, and increased parent involvement in fluency skills building. [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.]
ED551557
Reading Interventions to Support English Language Learners
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-0443-3
105
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546614
2015
As Provided
JAN2020
No
Community Colleges
Academic Advising
Faculty Advisers
College Faculty
Influences
Qualitative Research
Interviews
Environmental Influences
Context Effect
Student Characteristics
Teacher Attitudes
Two Year College Students
Solis, Linda Yolanda
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of the following dissertation was to gain understanding of community college advisors' perceptions of the community college advising process. A constructivist approach was utilized to develop a general description and understanding of what influences advising perceptions from qualitative data collected through interviews with sixteen advisors. The study provides a voice for advisors in a community college setting to explore how they perceive the advising process. This study found that several factors influence the advising process from the advisors' point of view. Advising setting and context, advising styles, advisors' perceptions of student characteristics, and advising experiences all play prominent roles in influencing the advising process at the study site. This study provides greater insight into the advising needs of community college students through the eyes of the advisors. Findings have implications for practice and policy in how advising services are changed and delivered within a community college setting. [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.]
ED551558
Advisors' Perceptions of Community College Advising
ProQuest LLC
Ed.D. Dissertation, The University of Texas at San Antonio
2012-00-00
978-1-2678-4345-6
145
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548678
2015
As Provided
JAN2020
No
Test Use
Language Tests
Oral Language
Second Language Learning
Task Analysis
Item Response Theory
Scores
Pronunciation
Vocabulary Development
Statistical Analysis
Self Esteem
Language Fluency
Guidelines
Exit Examinations
Test Construction
Foreign Countries
Evaluators
Models
Goodness of Fit
Correlation
Language Proficiency
Factor Analysis
Item Analysis
Test Items
Gender Differences
Intellectual Disciplines
Generalization
Grammar
Vocabulary
Jia, Yujie
Dissertations/Theses - Doctoral Dissertations
Hong Kong
Hong Kong
English
This study employed Bachman and Palmer's (2010) Assessment Use Argument framework to investigate to what extent the use of a second language oral test as an exit test in a Hong Kong university can be justified. It also aimed to help test developers of this oral test identify the most critical areas in the current test design that might need improvement. Candidates' oral responses to five integrated speaking tasks in this oral test were rated on five dimensions: Task fulfillment and relevance (TFR), Clarity of presentation (CoP), Grammar and Vocabulary (GV), Pronunciation (Pron), and Confidence and Fluency (CoFlu). To provide backing for the meaningfulness of interpretations, confirmatory factor analysis (CFA) and item response theory (IRT) analyses were used to analyze 999 candidates' scores and raters' verbal reports were also analyzed to provide complementary information to the results of the quantitative analyses. Several CFA models were first tested and compared in terms of their statistical fit and substantive interpretability. And a graded response model was applied to the test data. The CFA results showed that the superior fit of the Higher-order trait-Uncorrelated Method model validated the test design, confirmed the current multicomponential view of language ability in the literature, and provided the most parsimonious explanation of the relationships among the five dimensions and overall speaking proficiency. The analytic scores were found to have much larger factor loadings on the trait factors than on the method factors, providing evidence that the component test scores could be meaningfully interpreted as indicators of the five dimensions. The presence of a higher-order speaking ability factor governing the five trait factors also supported the practice of reporting one composite score. Task Fulfillment and Relevance (TFR) measured on Task 4 had the highest method loading (0.60) on Task 4 and the lowest trait factor loading (0.36) on TFR, which suggested TFR4 might be too task specific and weak in measuring students' speaking ability to fulfill a speaking task in a relevant way. The trace lines of the graded response model also confirmed this. The raters' verbal reports showed that most raters did not have much difficulty differentiating across the performance levels. Hence, the problem of TFR4 can only be due to the nature of the task itself and its low discrimination. Both CFA and IRT results indicated that task types had great effects on test takers' speaking abilities especially TFR and that this language ability component might be too task specific. In order to investigate the impartiality of interpretations, multi-group CFA and differential item functioning (DIF) were conducted to examine the extent to which the oral test had test bias and item bias across (1) gender and (2) disciplines. The multi-sample CFA results indicated that the factor structure was significantly different between males and females. However, the comparison of the factor loadings between females and males showed that only the factor loading of one item for the male group was significantly different from the female group at the 0.05 level. DIF results also suggested that the majority of the items displayed no DIF. The source of DIF may be attributed to the group mean difference on the latent trait and their real differences on certain aspects of language ability measured in this test. This provided backing for the impartiality of score interpretations, indicating that the rating-based interpretations from GSLPA SLT are impartial to a large extent across subgroups of test takers (males vs. females; business vs. non-business). In order to examine the consistency of test scores, Generalizability theory (G theory) analyses were performed to investigate whether the test was dependable and whether the five dimensions were separable. G theory results showed that the phi coefficient for the whole test fell between 0.76 and 0.85 and Grammar and Vocabulary and Pronunciation proved to be the most dependable dimensions. G theory and CFA results both confirmed that the five speaking dimension were highly correlated with each other. The possible reasons of these findings were further discussed with reference to the raters' verbal reports. Based on the above results, it can be concluded that the meaningfulness, impartiality, and consistency could be justified to a large extent. Some critical areas to be improved in the test design and administration were identified. Theoretical and practical implications were addressed and methodological limitations were also discussed. Overall, this study highlights the usefulness of Bachman and Palmer's Assessment Use Argument (2010) to justify the use of an existing language assessment. [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.]
ED551559
Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-2678-3451-5
158
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2015
As Provided
JAN2020
No
Nursing Education
Nursing Students
Undergraduate Students
Cooperative Learning
Teamwork
Teaching Methods
Instructional Effectiveness
Student Surveys
Test Items
Lecture Method
Kniewel, Marla Dawn
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
National bodies of nursing have identified that nurse educators in undergraduate nursing education need to incorporate student-centered and evidenced-based instructional strategies to promote application of nursing concepts. Team-based learning (TBL) has been identified as an effective method of fostering a deeper understanding of content and facilitating application of concepts in complex situations in other professions. The purpose of this study was to describe the effect of TBL on baccalaureate nursing students. This study included two components: 1) a causal-comparative descriptive design for retrospective analysis of test items of students taught with lecture or TBL, and 2) a descriptive survey design for the analysis of a student survey. Comparisons of test items from 638 nursing students enrolled in sophomore and senior nursing courses taught with lecture or TBL and comparisons of students from upper and lower quartiles were conducted. Results indicated there was no overall significant difference between test items scores of nursing students taught with lecture or TBL. Further comparisons on the cognitive level of the 45 test items indicated no difference for students taught with lecture or TBL. An evaluation of nursing student responses on the Team-Based Learning Student Assessment Instrument © was performed. Students perceived higher levels of accountability with TBL than lecture but had a slight preference for lecture with a wide range of satisfaction scores with TBL. This study did corroborate with previous studies that TBL was at minimum equally effective as lecture for nursing students with high levels of student accountability for learning. [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.]
ED551560
The Effect of Team-Based Learning as an Instructional Strategy on Baccalaureate Nursing Students
ProQuest LLC
Ed.D. Dissertation, College of Saint Mary
2012-00-00
978-1-2678-1893-5
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547275
2015
As Provided
JAN2020
No
Telecommunications
Handheld Devices
Technology Integration
Leadership
Administrator Attitudes
Qualitative Research
Interviews
Work Environment
Employees
Employers
Technological Advancement
Role
Thematic Approach
Expectation
Communication Strategies
Emotional Response
Family Work Relationship
Wood, Kristin R.
Dissertations/Theses - Doctoral Dissertations
English
Leaders have limited understanding regarding mobile technology (Ramo & Edenius, 2008). However, with over 1 billion users (Meeker, Devitt & Wu, 2011), managers are tasked with making leadership decisions regarding technology adoption, management and use. Leaders may find this difficult to undertake given the limited body of knowledge in the literature regarding mobile technology and leadership. As there are no known historical studies, it is anticipated that this dissertation will add to the body of knowledge regarding leaders' perceptions of mobile technology in the workplace. Using Lorsch's Contingency Theory (2008) as the theoretical framework, the study reviews the relationship between leaders, employees and the uncertain task of mobile technology adoption and use in the workplace. Qualitative interviews were conducted with ten leaders in varying organizations in order to address the research question: What are leaders' perceptions of mobile technology adoption in the workplace for managers and employees? As the data collected were analyzed, themes emerged including: (i) Mobile technology evolution; (ii) Roles and responsibilities; (iii) Expectations; (iv) Use and access; (v) Pace, efficiency, and effectiveness; (vi) Communication; (vii) Process; (viii) Emotions; (ix) Work-life balance; (x) Uncertainty; and (xi) Future. While the 11 emergent themes and 37 sub-themes addressed the research question and problem statement, a number of additional research questions emerged. Thematic conclusions found based on the perceptions of other leaders can assist managers tasked with making decisions regarding mobile technology adoption and management. This study will add to the body of knowledge available regarding mobile technology and leadership. However, it is anticipated that future research will continue to advance the research available regarding employees, leaders and uncertain tasks related to mobile technology. [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.]
ED551561
Leaders' Perceptions of Mobile Technology in the Workplace
ProQuest LLC
Ph.D. Dissertation, The Chicago School of Professional Psychology
2012-00-00
978-1-2678-3979-4
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548498
2015
As Provided
JAN2020
No
High School Students
Dropouts
At Risk Persons
Quality of Life
Income
Phenomenology
World Views
Resilience (Psychology)
Social Capital
Disadvantaged
Identification
At Risk Students
Interpersonal Relationship
Social Support Groups
Schumacher, Bruce Ralph
Dissertations/Theses - Doctoral Dissertations
United States (Northern Great Plains)
English
High Schools
Secondary Education
Education is essential to personal welfare. As educational levels increase, personal income rises, the quality of life improves, and society benefits as criminality declines, tax income increases, and the cost of social programs decreases. Unfortunately, every year thousands of students leave high school without graduating. Various factors place students at-risk of dropping out, but the question remains why some at-risk students drop out while others graduate. This phenomenology investigates dropping out by following the philosophy of Jürgen Habermas, guided by the work of Max van Manen. Participants discussed their lifeworld experiences and explained factors that had caused them to leave school. Through conversations with dropouts, this study discovered five themes related to dropping out. These were: In participants' lifeworlds, dropping out was not unusual; participants' worldviews often disconnected from life's realities; participants remained resilient despite their disadvantaged lives and educational setbacks; participants lacked social capital that could have helped them escape their lifeworlds, and participants had often been invisible to people who could have provided help. These themes do not stand alone, but meld into a picture of lives lacking the basic elements of success and the supporting relationships needed to succeed. The study concluded that schools cannot alter many elements dropouts' lifeworlds but can reduce dropping out by identifying potential dropouts and providing supportive personal relationships. This dissertation includes recommendations on how schools can better support disengaged students and recommendations for further research and action to increase graduation rates. [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.]
ED551562
Lives at Risk: High School Dropouts in the Northern Plains Region
ProQuest LLC
Ph.D. Dissertation, North Dakota State University
2012-00-00
978-1-2678-2057-0
293
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547399
2015
As Provided
JAN2020
No
Qualitative Research
Case Studies
College Faculty
Citizenship Education
Student Participation
Private Colleges
Civics
Holistic Approach
Interdisciplinary Approach
Teacher Attitudes
Interviews
Workshops
Coding
Data Analysis
Thematic Approach
Teaching Methods
Educational Environment
Sturm-Smith, Melissa R.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
The purpose of this qualitative case study was to explore the experiences of professors participating in an institution-wide effort to educate students for engaged citizenship at Drake University, a Midwestern private institution that explicitly claims to prepare students for citizenship as part of the university mission statement. The institutional effort embeds civic learning into the general education curriculum and also includes a connected co-curricular component. In the study I sought to address deficits in the current research literature regarding faculty motivation to participate in institutionally driven civic education and faculty perceptions of the role of co-curricular learning in civic education. The sources of data for the study included: transcripts of interviews with 11 faculty members who were teaching a course flagged as fulfilling the university's engaged citizen requirement, course documents provided by the interview participants, and field notes from an engaged citizen faculty development workshop. The data were coded and analyzed, and then organized into four themes: 1) the "pathways" of teaching for engaged citizenship; 2) the process of navigating tensions at the personal, classroom, and institutional level; 3) the types of citizenship professors are preparing students to practice; and 4) perceptions of the role of co-curricular learning. A finding that is a new contribution to the literature was that many faculty were motivated to participate as teachers in the institutional civic education initiative because they felt that the course they were teaching naturally aligned with civic engagement outcomes, and therefore was not an additional component or an obstacle. The study confirmed previous research that curricular and co-curricular civic education efforts remain separate and unconnected. The findings of the study can inform the efforts of higher education administrators and student affairs educators who seek to support their institutions' commitment to integrated civic education by carefully integrating curricular and co-curricular learning. The study also has implications for faculty members who are interested in participating in efforts to educate students for engaged citizenship. Recommendations for future research include comparing the perspectives of faculty and students about their understanding of engaged citizenship and the role of co-curricular learning. [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.]
ED551563
Faculty Perspectives on Facilitating Holistic Learning for Engaged Citizenship
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-4164-3
198
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548601
2015
As Provided
JAN2020
No
Power Structure
Nonformal Education
Teachers
Teacher Attitudes
Mixed Methods Research
Teacher Student Relationship
Teacher Surveys
Sanute, Pierce J.
Dissertations/Theses - Doctoral Dissertations
English
Nonformal education opportunities abound and constitute a substantial educational presence. The teacher-student relationship affects the quality of teacher work and the student experience, including student achievement and satisfaction, in both formal and nonformal settings. One way to describe the teacher-student relationship is through the use of social power, defined as the ability of one party to change or control the behavior, attitudes, opinions, objectives, needs, and values of another party. The use of social power in the formal classroom is well researched and documented. The use of social power from the perspective of the nonformal education teacher is not as well documented. This mixed methods study examined the perceptions and use of social power from the perspective of the nonformal education teacher by identifying what types of social power nonformal education teachers use and how they use that social power to positively influence student achievement and satisfaction. In this study, nonformal education teachers completed a survey instrument, demographic survey, and answered a series of open-ended questions. Participants identified expert power as the type of social power used most in the classroom and coercive power as used least. Participants perceived using social power to maintain classroom environment, promote attendance and retention, build trust and relationships with students, and encourage feedback from students to influence student achievement and satisfaction. Recommendations include replicating this study in other nonformal education settings and providing professional development opportunities for using social power in the nonformal education classroom. Also, it is recommended to examine social power in the nonformal education classroom from the perspective of the teacher and the student, at the same time using similar instruments to create a coordinated effort of gathering and comparing data. [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.]
ED551564
What Power? A Mixed Methods Study of Nonformal Education Teacher Perceptions of Social Power
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3344-0
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548120
2015
As Provided
JAN2020
No
Russian
Speech Acts
Electronic Mail
Sociolinguistics
Native Speakers
Discourse Analysis
Comparative Analysis
Persuasive Discourse
Second Language Learning
Statistical Analysis
Linguistic Competence
Interlanguage
Pragmatics
Krulatz, Anna M.
Dissertations/Theses - Doctoral Dissertations
English
As face-threatening speech acts, requests are of particular interest to second language acquisition scholars. They affect the interlocutors' public self-images, and thus require a careful consideration of the social distance between the interlocutors, their status, and the level of the imposition, factors that are weighed differently in different cultures. Studies have revealed that while use of direct and conventionally indirect strategies to perform requests seems to be a universal property of language, languages differ with respect to the choice of linguistic means employed in these two types of strategies. Even though nonnative speakers' perceptions of politeness in requests correlate with those of native, differences in performance exist. Findings from former studies suggest that second language learners' sociolinguistic competence is not native like. To date, however, most studies on performance of requests have focused on English as a second or foreign language. The present study broadens current research by examining requests written by native and nonnative speakers of Russian. The second focus of this study is electronic communication. As a relatively new means of communication, the sociolinguistic dynamics of email is not adequately understood. However, its use for daily communication is increasing in all domains of life, including communication between university students and professors. Former research suggests that inappropriately formulated emails can affect how professors perceive students. As with requests in general, however, most studies to date on email have been conducted on English data. Using the Discourse Completion Task (DCT) as the elicitation method, the present study examined electronic messages written by native and nonnative speakers of Russian. The messages were rated by three native speakers on three scales: clarity, social appropriateness, and politeness. One-way ANOVA revealed significant differences between the groups on all three scales. In addition, head acts, alerters, supportive moves, and internal modifications were analyzed using the Cross-Cultural Speech Act Realization Project (CCSARP) coding manual. The strategy analysis revealed interesting similarities and differences between the groups. The study concluded that while Russian learners have approximated native sociolinguistic competence on some levels, significant gaps between native and nonnative formulation of electronic requests remain. [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.]
ED551565
Interlanguage Pragmatics in Russian: The Speech Act of Request in Email
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2678-1373-2
187
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547054
2015
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
General Education
Mainstreaming
Inclusion
Teacher Attitudes
Qualitative Research
Elementary School Teachers
Interviews
Observation
Socialization
Attitudes toward Disabilities
Faculty Development
Educational Resources
Student Attitudes
Regular and Special Education Relationship
Peer Relationship
Interpersonal Competence
Teacher Competencies
Hall, Christa L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Autism spectrum disorders (ASD) affect over one-half million individuals under the age of 21. As the number of school-aged persons with these disorders continues to climb, so have concerns about identifying best practices for including ASD students in an inclusion class, since schools are often ill-equipped to educate ASD students effectively. The primary purpose of this study was to become familiar with the experiences of general education teachers who have worked with ASD students; additionally, the study sought to describe the teaching and learning processes of students in an inclusion setting, and to examine socializing processes between regular education students and ASD students to better identify best practices. A qualitative research design was used for data collection which included teacher interviews and observations. First-hand accounts of eight elementary teachers charged with integrating students with ASD into regular classroom settings were obtained through interviews. Observational accounts of their classroom work were collected over a four-week period during the summer of 2010. Observations of the socializing processes between ASD and regular education children at work and play, collected over a period of one week, provided data on peer relationships. The data suggested that teachers were more receptive to including ASD students into regular classrooms if they were provided with the necessary training, resources, and support. Further, although the regular education students appeared willing to socialize with ASD students, opportunities were too few. ASD students seemed reluctant to form and maintain positive social relationships and teachers did not actively engage in encouraging the students to form peer relationships. These findings suggest the following: 1) teachers were not equipped with the necessary tools needed to educate ASD students within the regular education setting; 2) teachers required adequate training on meeting the instructional, social, and emotional needs of ASD students; 3) classrooms were also in need of paraprofessional assistance, whether full or part-time, for the teachers who are educating ASD students; and, 4) strategies for improving the socializing process between ASD students and regular education students were also needed. Overall, the findings suggest that if ASD students are to be educated within regular classroom settings, schools and communities must actively focus on making the changes needed to bring about positive learning and social outcomes for all students. [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.]
ED551566
Autism Spectrum Disorders: Teachers' Experiences in the Elementary Classroom
ProQuest LLC
Ed.D. Dissertation, Cambridge College
2012-00-00
978-1-2678-3261-0
157
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548066
2015
As Provided
JAN2020
No
Withdrawal (Education)
Freshman Composition
Two Year College Students
Community Colleges
Urban Schools
Mixed Methods Research
Questionnaires
Case Studies
Student Experience
Student Characteristics
Self Efficacy
Educational Practices
Rudd, LeeAnn Mysti
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Two Year Colleges
This dissertation gathers and classifies the self-reported reasons students gave for withdrawing or considering withdrawing from first year composition (FYC) courses at an urban community college on the Gulf Coast of Texas (CCGC) between 2004 and 2008. With an average student attrition rate of 20% in FYC courses at CCGC, the research question began as the following, "What can FYC teachers learn from students' stories of withdrawing from FYC that can inform a composition pedagogy developed to increase student persistence?" A mixed methodology for gathering data included coding end-of-the semester questionnaires distributed to persisting FYC students plus conducting seven in-depth case studies of former students who had withdrawn from FYC. This study reveals the lived experiences of FYC students at CCGC as they struggle to attend college while juggling time, money, health, and family obligations, all factors which I have classified under the division "Student Circumstances." I hypothesized that these "Student circumstances"--including student entry characteristics plus events that happened beyond the teacher's control (illness, accidents, etc.) would account for the majority of reasons students gave for withdrawing from FYC at CCGC. The results, however, show the opposite to be true: the majority of students who withdrew from FYC did so for reasons outside of the division "Student Circumstances." In fact, 2 out of 3 participants who had dropped FYC at CCGC gave reasons for withdrawing that could be connected either to their levels of academic self-efficacy (belief that they could accomplish the course work), or teachers' classroom practices (including course policies), or both. Since students' academic self-efficacy and teachers' practices can both be impacted by teachers of FYC, the conclusion of this study explores the possible ways FYC instructors can amend their FYC courses to teach towards a "pedagogy for persistence." FYC teachers are encouraged to see themselves not only as professors of English but also as "sponsors of persistence" for their FYC students, then asked to consider how this expanded role might change their practices both inside and outside the FYC classroom. [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.]
ED551567
Reasons to Leave, Reasons to Believe: Students' Stories of Withdrawing from First Year Composition
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-1249-0
336
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546961
2015
As Provided
JAN2020
No
Leadership Training
Coaching (Performance)
Educational Improvement
Disadvantaged Schools
Principals
Qualitative Research
Transformational Leadership
Transformative Learning
Educational Practices
Prior Learning
Meddaugh, Nancy K.
Dissertations/Theses - Doctoral Dissertations
English
One widespread solution suggested for improving underperforming schools is to assign leadership coaches to school principals to help principals learn to maximize the strength of the educational staff and lead the improvement of student performance. Yet, there is limited literature on what leadership coaches know and do when attempting to improve underperforming schools. This qualitative study uses coaches' voices to describe what it is like to be a leadership coach in underperforming schools, and describes their experiences when working with adults as learners. The study investigates the knowledge coaches bring to the job, the practices they use to guide adults through transformative learning, and the personal learning coaches experience as they seek to improve their coaching methods through evolving programming for veteran coaches. Three separate articles address components of leadership coaching, and use theory to explain each phenomenon. [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.]
ED551568
The Knowledge, Practices, and Learning of Leadership Coaches
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-0626-0
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546711
2015
As Provided
JAN2020
No
Instructional Design
Higher Education
School Personnel
Case Studies
Employment
Educational Background
Responsibility
Qualifications
Expectation
Supervisors
Distance Education
Role
Moskal, Tami Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Research about the preparation and competencies of instructional designers in higher education has not been addressed. The purpose of this multiple case study was to explore individuals in this context by focusing on their employment and academic backgrounds, as well as their responsibilities, qualifications, and expectations as reported by their supervisors. This study sought to understand who the instructional designers in higher education are, and how they came to their roles in their institutions. An understanding of these instructional designers in higher education could lead to improved teaching and learning experiences for students in higher education. Five themes emerged from the cases studied: flexibility; moral purpose; relationship building; time and project management; and ongoing professional development. Instructional designers do more than design instructional experiences. They are informal leaders who have an immediate and profound effect on the future of higher education. Their role in distance education is redefining how we educate students, and is shaping distance education and, ultimately, the face of the institutions in which they work. [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.]
ED551569
Instructional Designers in Higher Education
ProQuest LLC
Ed.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-1063-2
140
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546879
2015
As Provided
JAN2020
No
Law Enforcement
Work Environment
Transfer of Training
Police
Organizational Culture
Qualitative Research
Statistical Analysis
Focus Groups
Learning
Influences
Employee Attitudes
Foreign Countries
Hunter-Johnson, Yvonne
Dissertations/Theses - Doctoral Dissertations
Caribbean
English
The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding factors within their work environment that influence or impede the transfer of training process (specifically, organizational support and transfer climate/culture). Second, it intended to determine the perception of law enforcement officers concerning the promotion of their organization's learning practices, learning culture, and the continuous learning environment at an individual, team, and organizational level (a learning organization). Lastly, it intended to determine if there was a difference in the perception of law enforcement officers related to transfer of training and a learning organization utilizing the variables of rank, posting, gender, years of service, and age. The participants included law enforcement officers within a Caribbean police department. The two theories employed as the theoretical framework for this study are the "training transfer process model" by Baldwin and Ford (1988) and the Watkins and Marsick's (1997) framework of learning organization, the "dimensions of learning organization." Data was collected using qualitative and quantitative methods (focus groups and a paper and pencil version of the Dimension of Learning Organization-A). A pilot study was conducted to establish the integrity of the data collection methods and evaluate the viability of the focus groups. The conclusions that emerged from this research indicated that subordinates and management did not perceive the organization as one that provided support for transfer of training within the work environment. As it relates to the officers' perception of their organization as one that promotes a learning practices and culture, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an individual level (group mean = 3.26 with a standard deviation of 0.91). As it relates to the team or group level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning (group mean = 3.10 with a standard deviation of 1.12). As it relates to the organizational level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an organizational level (group mean = 3.40 with a standard deviation of 1.07). However, this does not mean that the officer's individual scores were in this range. [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.]
ED551570
Perceptions of a Learning Organization and Factors within the Work Environment That Influence Transfer of Training in Law Enforcement
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-3298-6
214
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548098
2015
As Provided
JAN2020
No
Suburban Schools
High Schools
Instructional Improvement
Observation
Administrators
School Administration
Teacher Leadership
Secondary School Teachers
Interviews
Experience
Data Collection
Professional Development
Cunningham, Alexa Renee
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
With changes in federal legislation and the proposed reauthorization of "The Elementary and Secondary Education Act," school administrators are held to high standards in an attempt to improve achievement for all students. They no longer just manage their schools but must now be instructional leaders charged with observing and conferencing with teachers, leading professional development aligned to data, and measuring results. Classroom walkthroughs have become a way of assisting with these tasks while supporting the mission of each school. The purpose of this research was to describe how walkthroughs operate in practice and how they were experienced by school administration, teacher leaders, and teachers at two schools within the same suburban district. Interviews illustrated that experiences were varied using the classroom walkthrough protocol. Continued professional development needed to occur with administrators and teachers. Participants shared their thoughts on implementation and usage, as well as made recommendations to schools and/or districts considering implementing classroom walkthroughs. Results also indicated a great deal of attention paid to the collection of data within the schools but there was less consensus on the analysis and use of the collected data. There was also confusion with teachers as to the vision, purpose, and goals of using classroom walkthroughs. Changes in leadership during the five years since implementation and young administrators, who were relatively new in their positions, helped shape school experiences. Recommendations to schools and/or districts considering implementation focused on support from the district office, a need for help with data collection and analysis, and a clear vision for the use of the protocol. Interviewees mentioned it would benefit districts and schools to develop a shared vocabulary for instructional engagement, alignment, and rigor, as well as a focus for professional development. They also shared the view that calibration conferences and conversations, centered on instruction, provided a focus for teaching and learning within a school and/or district. [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.]
ED551571
Classroom Walkthroughs at Two Suburban High Schools: Gathering Data to Improve Instructional Practice
ProQuest LLC
Ed.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-1517-0
170
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547078
2015
As Provided
JAN2020
No
School Counselors
Counselor Training
Supervision
Supervisors
Counselor Characteristics
Employment Experience
Mixed Methods Research
Teaching Experience
Surveys
Interviews
Observation
Loving, Rachel S.
Dissertations/Theses - Doctoral Dissertations
Virginia
Virginia
English
Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors' perspectives on supervision, the role training can play in developing site supervisors' confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision. [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.]
ED551572
School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences
ProQuest LLC
Ph.D. Dissertation, Virginia Commonwealth University
2012-00-00
978-1-2678-1918-5
218
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547297
2015
As Provided
JAN2020
No
Intervention
Trust (Psychology)
Interprofessional Relationship
Teamwork
Qualitative Research
Grounded Theory
Semi Structured Interviews
Comparative Analysis
King, W. Bernt
Dissertations/Theses - Doctoral Dissertations
Pacific Northwest
English
This qualitative study spotlighted a grounded theory regarding contributions to affect- and cognition-based trust by a strengths-oriented intervention in pre-existing teams. Using purposeful and convenience sampling, 18 participants in a strengths-oriented intervention from 2 different regions of the Pacific Northwest were selected. A semi-structured interview protocol was used in interviews conducted within 3 months of the intervention. Results were verified through an independent evaluation and comparisons to the broader literature on trust development in teams. Findings suggest contributions were made to both affect- and cognition-based trust in the teams that participated in the intervention. The identified components of affect-based trust were increased levels of vulnerability, actions that communicate value, and the ability to resolve conflict. Components identified as contributions to cognition-based trust included self-awareness, the validation of fellow team-members, and an increase in the knowledge-base in regard to fellow team members. Furthermore, a helictical model of trust development was affirmed by participants who recounted their respective team's positive development. [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.]
ED551573
Contributions Made by a Strengths-Oriented Intervention to Trusting Relationships within Pre-Existing Teams
ProQuest LLC
Ed.D. Dissertation, Azusa Pacific University
2012-00-00
978-1-2678-3457-7
169
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548187
2015
As Provided
JAN2020
No
Mathematics Achievement
Disproportionate Representation
STEM Education
Grade 4
Grade 6
Grade 8
Gender Differences
Regression (Statistics)
Student Characteristics
Statistical Analysis
Males
Females
Socioeconomic Status
Low Income Groups
Limited English Speaking
Language Proficiency
Minority Group Students
High Achievement
Falvey, Laura J.
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Grade 4
Intermediate Grades
Elementary Education
Grade 6
Middle Schools
Grade 8
Junior High Schools
Secondary Education
The issue of underrepresentation of women in science, technology, engineering, and mathematics (STEM) careers is especially important to the future of the United States in current times when STEM careers play an increasingly important role in the global economy (Toulmin & Groome, 2007; United States Department of Labor, 2007). The pool of students who enter careers in science, technology, engineering, or mathematics first appear in elementary school and overwhelmingly come from those with high achievement in mathematics (Berryman, 1983; Tai, Liu, Maltese, & Fan, 2006). This study examined mathematics achievement data from grades 4, 6, and 8 in one northeastern state to determine whether inequitable patterns exist along gendered lines. This study used quantile regression methodology to examine mathematics achievement as a function of gender and other student characteristics to reveal if differences exist in the top percentiles of achievement densities for this population. The use of a quantile model enabled the capture of any percentile of the distribution to reveal changes by student characteristics, allowing a more precise picture of achievement in mathematics than could be revealed by means-based methods. Results of the analyses required a rejection of the null hypothesis "there is no difference in mathematics achievement by gender in this population." Further, the point advantages and disadvantages revealed are potentially important for both males and females and may reflect impactful patterns of achievement at both the high and low ends of achievement in mathematics. Additionally, students with lower socioeconomic status, limited proficiency in English, and/or membership in a racial minority were also found to be negatively impacted in these data. [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.]
ED551574
Gendered Patterns in High Achievement in Mathematics for Grades 4, 6, and 8
ProQuest LLC
Ph.D. Dissertation, University of Rhode Island
2012-00-00
978-1-2678-0937-7
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546829
2015
As Provided
JAN2020
No
Nontraditional Students
Undergraduate Students
Academic Persistence
Grounded Theory
Interviews
Church Related Colleges
Private Colleges
Small Colleges
Vickery, Ann Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This grounded theory study was conducted to answer the question, what is the process of persisting among nontraditional students in traditional undergraduate baccalaureate programs? Six interviews were conducted at a small, private Catholic college. The themes that emerged were "know thyself," social support, and personal organization. Also determined was the overlap of subthemes that occurred and in some cases compensated or complemented other subthemes to aid in persistence. The concept of complementary variables, as demonstrated by the data, is worthy of further research because the variables may not be limited to personal characteristics like self-efficacy or motivation and but have an institutional basis. Identifying and addressing these variables may constructively influence institutional policy to positively affect persistence. [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.]
ED551575
What Is the Process of Persisting among Nontraditional Students in Traditional Baccalaureate Programs?
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3639-7
88
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548348
2015
As Provided
JAN2020
No
Secondary School Teachers
High Schools
Science Teachers
Teacher Researchers
Program Implementation
Fidelity
Program Effectiveness
Fellowships
State Universities
Qualitative Research
Participant Observation
Interviews
Sen, Tapati
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study. [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.]
ED551576
Fidelity of Implementation of Research Experience for Teachers in the Classroom
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2141-6
274
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547457
2015
As Provided
JAN2020
No
Information Systems
Systems Analysis
Information Utilization
Data
Interaction
Social Networks
Handheld Devices
Program Effectiveness
Triplett, Janea Lynne
Dissertations/Theses - Doctoral Dissertations
English
The objectives of this research are to demonstrate how text was used in (1) developing a theory to examine collaborative interaction in virtual worlds, (2) creating a framework for improving the efficiency and effectiveness of dealing with large text datasets for social network analysis, and (3) approaching an understanding of the role of meaning individuals attribute to their mobile devices. [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.]
ED551577
Mining for Meaning: The Use of Unstructured Textual Data in Information Systems Research
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3891-9
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548443
2015
As Provided
JAN2020
No
Art Therapy
At Risk Students
School Districts
Grounded Theory
Program Effectiveness
Semi Structured Interviews
Public Schools
Coding
Comparative Analysis
Art Education
Art Teachers
Counselors
Student Adjustment
Emotional Development
Self Concept
Readiness
Misconceptions
Models
Referral
Varallo, Patrick A.
Dissertations/Theses - Doctoral Dissertations
English
Educating and meeting the multiple needs of students at risk of low academic achievement has been a growing concern for public schools in the United States. Many at-risk students require alternative school-based interventions. This study examined the operation, premise, and objectives of art therapy integrated in 14 school districts across the United States. Guided by the theoretical orientation of school art therapy, this grounded theory study aimed to determine how the targeted school art therapy programs function and how art therapy may assist at-risk students. Semistructured interviews with 16 participants who conducted art therapy in public school settings yielded data which were analyzed using emergent thematic coding and comparison. Findings indicated art therapy was a separate auxiliary service operated by registered art therapists. Art therapy was also used in art education classrooms by art teachers who were registered art therapists. The major objectives of school art therapy included helping students readjust socially, increase emotional regulation, improve self-concept, and improve academic readiness. The research also found that misconceptions of school art therapy existed among school faculty, school administrators, and the general public in districts where school art therapy programs operated. A model of school art therapy was developed which included the referral process, treatment, and assessment of students' progress toward academic readiness. Art therapy educators may use this model in their work with at-risk students with emotional and behavioral issues; this model could, in turn, promote at-risk students' social adjustment and chances of academic success. [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.]
ED551578
Art Therapy Programs with At-Risk Students in Public Schools
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-2843-9
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547756
2015
As Provided
JAN2020
No
Hispanic Americans
Females
Autism
Cultural Influences
Parents
Mexican Americans
Adjustment (to Environment)
Interviews
Mothers
Parent Attitudes
Child Rearing
Emotional Response
Access to Health Care
Access to Education
Truett, Carol Pierce
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
A child with autism can exhibit impaired social interactions, unusual behaviors, and communication disorders that create unique needs and challenges for parents. Although there have been many studies into how parents manage these needs, there is little research into how culturally and linguistically diverse parents (specifically of Mexican origin) meet the needs of their child with autism. The purpose of this case study was to create descriptions of how Latino parents living in southwest Arizona adapt to life with their child with autism. A three-interview process of five mothers and one parent pair sought to acquire their perspectives and experiences of raising a child with autism. All parents shared unique and powerful stories of their attempts to gain a diagnosis, locate services, and interact with various agencies. The data analysis identified the themes of service issues, insufficient levels of autism awareness, the emotional continuum, and advice to other parents. Findings from the analysis have the potential to provide information for educational professionals, medical personnel, and other service providers so they can improve their interactions with parents from culturally diverse backgrounds. [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.]
ED551579
"It Is Difficult, but You Experience a Beautiful Thing": Perspectives of Latina/o Parents on Autism
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4065-3
206
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548543
2015
As Provided
JAN2020
No
Special Education Teachers
Self Efficacy
Alternative Teacher Certification
Public Colleges
Teacher Surveys
Statistical Analysis
Correlation
Beasley, Thomas Hunter
Dissertations/Theses - Doctoral Dissertations
Louisiana
Louisiana
English
Higher Education
Postsecondary Education
This study investigated the efficacy beliefs of two groups of special education teachers who had completed certification requirements in mild/moderate disabilities. The first group included 26 special education teachers who had completed an alternative certification program at a midsize public university in Louisiana between 2003 and 2008. The second group included 21 special education teachers who had completed a traditional certification program at the same midsize university in Louisiana during the same time frame. A convenience sampling technique was used to select participants for this study. Eighty-seven special education teachers were identified as potential participants for this study. Surveys were mailed to the teachers or delivered to the school in which they taught. Forty-seven special education teachers returned the survey, indicating a response rate of 54%. Participants had zero to five plus years teaching experience, taught in rural or urban school settings, taught in Title I or non-Title I schools, taught in a variety of educational settings, in grades one through 12. The Teacher Sense of Efficacy Scale (24 items) was used to measure overall efficacy beliefs, instructional practices efficacy beliefs, student engagement efficacy beliefs, and classroom management efficacy beliefs. An ANOVA conducted at the 0.05 level revealed differences in overall efficacy beliefs of teachers completing a traditional teacher certification program with regards to years of teaching. No other differences were discovered. Pearson product-moment correlation coefficients were computed between the four efficacy beliefs and age, school enrollment, and community population. The data revealed that none of the correlations were significant at the 0.05 level. Overall, the findings suggest that the type of certification program may have an influence on efficacy beliefs and intent on staying in the profession. [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.]
ED551580
An Analysis of the Efficacy Beliefs of Special Education Teachers Completing the Alternative versus the Traditional Certification Programs
ProQuest LLC
Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
2012-00-00
978-1-2678-1934-5
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547309
2015
As Provided
JAN2020
No
Nursing Education
Foreign Nationals
Online Courses
Electronic Learning
Distance Education
Instructional Design
Case Studies
Qualitative Research
Interviews
Smith, Virginia R.
Dissertations/Theses - Doctoral Dissertations
English
Internationally educated nurses (IENs), when adequately prepared, can make a valuable contribution to the nursing profession in the United States, particularly in cities with large immigrant populations, where their language skills and cultural background can bring a dimension to health care that nurses educated in this country do not have. However, IENs need preparation to pass the licensing examination and to be able to successfully enter the workforce as competent professional nurses, ready to participate in the fast paced health care system. This qualitative case study explored the challenges faced by 11 IENs who took at least one online course as part of the preparation process, and the challenges faced by the instructors who designed the online courses. The study was guided by four research questions. Data was collected through interviews, using open ended questions. Results of the study showed that IENs face many of the challenges other adult learners face in the online environment, as well as language and communication issues. However, with adequate support, IENs can successfully complete online courses. Instructors thrust into the instructional designer role also face challenges, and these challenges can be overcome with adequate orientation to the online environment and administrative support. This study is significant to the professions of instructional design and nursing education in that it provides insight into the challenges faced by IENs and online instructors who design courses for them, and also provides recommendations for designing online courses for IENs to aid instructors serving in the instructional designer role. [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.]
ED551581
Designing Online Instruction for Internationally Educated Nurses
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3351-8
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548123
2015
As Provided
JAN2020
No
Community Colleges
Two Year Colleges
Public Colleges
Police
School Safety
Rural Schools
Mixed Methods Research
Crime
Two Year College Students
Student Attitudes
Satisfaction
Boggs, Brad D.
Dissertations/Theses - Doctoral Dissertations
Mississippi
Mississippi
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of the study was to provide an assessment of campus police departments throughout the 15 public community and junior colleges in Mississippi. This research could provide Mississippi community and junior college administrators the opportunity to observe and appraise the overall safety of their respective campuses in comparison to safety practices of the other campus police departments in the state. This study will lay the foundation for further research of campus police departments and can assist administrators and boards of trustees of Mississippi's public community and junior colleges with annual and long-range planning efforts. This study included campus police/security departments in all of Mississippi's public community and junior colleges. Data were collected to provide an overview of police/security departments at Mississippi's public community and junior colleges. A portion of the study contains information/data gathered from a random sample of students at one rural, public community college in the northern region of Mississippi concerning campus safety and their satisfaction of services provided by campus police. The researcher utilized a mixed-methods design to study existing descriptive information pertaining to the 15 Mississippi public community and junior college campus police departments, existing crime statistics reported by each public community and junior college in Mississippi, and existing data gathered by the Itawamba Community College administration from their students concerning their perception of campus police and safety issues. The researcher created a composite student satisfaction score and utilized a one-way ANOVA to determine the significance level of student perception concerning campus police and safety issues. In answering the research questions, the researcher discovered that Mississippi community and junior college campus police/security reported less favorable attitudes pertaining to funding and staffing their respective departments and positive attitudes pertaining to their ability to attend and provide training opportunities. The researcher found that Mississippi public community and junior college campuses seem to be safe, reporting low crime statistics in the Campus Safety and Security Data Analysis Cutting Tool. Lastly, the researcher discovered that student satisfaction of campus police and safety issues at one rural Northeast Mississippi community college increased from 2007 to 2011. [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.]
ED551582
An Assessment of Campus Police Departments across Mississippi's Public Community and Junior Colleges
ProQuest LLC
Ph.D. Dissertation, Mississippi State University
2012-00-00
978-1-2678-0196-8
105
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546518
2015
As Provided
JAN2020
No
Statistical Analysis
Summer Programs
Grade Repetition
Intervention
Grade 2
Elementary School Students
Academic Achievement
Grade 1
Program Effectiveness
Comparative Analysis
Reading Achievement
Scores
Voiron, Louis M.
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
Grade 2
Primary Education
Elementary Education
Early Childhood Education
Grade 1
This quantitative study investigated a summer school alternative to early grade retention. Prior existing second grade student achievement data was collected for students who were initially retained at the end of their first grade year over a two year period. All students were offered the opportunity to attend a promotional summer school program. Three groups emerged following summer school. Of students who participated, one group was promoted and one group was retained; the third group was comprised of students who did not attend and were retained. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading achievement mean scores were analyzed and compared for the three groups. The overall goal of the study was to determine the impact of an extended learning summer program on initially retained students. Thus, the primary research questions asked whether second grade achievement scores differed among the various participant groups of the study: those that were initially retained and attended summer school as compared to those students who did not attend the program, and a final comparison group of regularly promoted students. The results of this study suggest that there was no significant difference in reading achievement among students regardless of their participation in the summer program by the end of second grade. When compared to regularly promoted students, all initially retained students scored significantly lower in reading achievement at the end of second grade. Furthermore, students initially retained regardless of summer school participation and retention/promotion status did not achieve grade level expectations in reading by the end of second grade. The results of this research added to the body of literature related to retention alternatives by suggesting that retained students may need more or different interventions to help them reach comparable achievement levels. The study also provides educational leaders and policymakers additional research data to inform and establish policies to enhance student achievement while exploring options for retention alternatives. [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.]
ED551583
Summer School as an Alternative to Early Grade Retention
ProQuest LLC
D.E. Dissertation, University of Louisiana at Lafayette
2012-00-00
978-1-2678-4154-4
232
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548593
2015
As Provided
JAN2020
No
Adjunct Faculty
Community Colleges
Enrollment Trends
Learner Engagement
Teacher Student Relationship
College Students
Online Courses
Interaction
Computer Mediated Communication
Online Surveys
Mixed Methods Research
Teacher Attitudes
Student Attitudes
Villagran-Glover, Frances
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Community colleges face extraordinary challenges in the 21st century. Driven by the economic downturn, shrinking state funding, and limited facilities, these forces have created a significant impact on community college enrollments as well as instructional methods. Student retention and completion success rates have climbed to the top of the national education agenda. Community colleges play a vital role in meeting this national imperative of student success. Online instruction has become an integral component of many institutional strategic plans. Over the past five years community colleges have experienced the highest growth rates and account for more than half of all online enrollments in higher education. National student engagement survey data indicates a need for more connection and engagement between faculty and student. At the same time, many community college faculty are approaching retirement age and community colleges are turning more to adjuncts to fill instructional demands. Adjunct faculty play an integral role in meeting the challenges of this ever-changing flexible 24/7 teaching and learning environment. A major distinction between the online classroom and the traditional learning environment is the lack of face-to-face (f2f) contact between participants. To compensate for this lack of physical presence, interaction and connectedness take on additional importance in the online environment. Using Garrison's Community of Inquiry (COI) model as a framework to guide, interpret, and analyze the collected data, an online survey was distributed to adjunct faculty and students enrolled in a Spring 2012 online class. This mixed method study examined the perceptions of adjunct faculty, who teach online at a community college, in relation to connecting and interacting with students in an online environment. Student perceptions were also examined to compare and contrast the level of connectedness in an online class. The results of this study can be used to help enhance the design and facilitation of interaction and connections in online classes as well as identify enhancements needed in the professional development curriculum geared towards engaging adjunct faculty and their students. [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.]
ED551584
Staying Connected: Adjunct Faculty and the Community College Online Environment
ProQuest LLC
D.A. Dissertation, George Mason University
2012-00-00
978-1-2678-4349-4
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548680
2015
As Provided
JAN2020
No
Business
Models
Case Studies
Telecommunications
Handheld Devices
Computer Oriented Programs
Entrepreneurship
Marketing
Decision Making
Ford, Caroline Morgan
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this research is to explore the business strategies of a firm seeking to develop and profitably market a mobile smartphone application to understand how small, digital entrepreneurships may build sustainable business models given substantial market barriers. Through a detailed examination of one firm's process to try to commercialize their mobile app, we identify various business model decisions and marketing strategy approaches that hindered the company's efforts. The case study describes two distinctly different business models adopted in succession, as well as the various adjustments the firm makes to its target market, distribution and pricing approach that led to their current strategy. This research looks closely at business-to-business-to-consumer distribution arrangement for mobile apps and in doing so challenges the rising positive bias that exists for the app store as the dominant actor in the mobile value chain. For practice, this paper suggests unanticipated hurdles small digital entrepreneurs may face if they rely heavily on mobile advertising and the app store to launch and sustain their business. [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.]
ED551585
Smartphone Apps on the Mobile Web: An Exploratory Case Study of Business Models
ProQuest LLC
E.D.B. Dissertation, Georgia State University
2012-00-00
978-1-2678-2519-3
71
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547598
2015
As Provided
JAN2020
No
Teacher Certification
Student Teaching
Classroom Techniques
Rural Schools
Middle School Teachers
Secondary School Teachers
High Schools
Referral
Discipline
Educational Attainment
Teaching Experience
Age Differences
Gender Differences
Racial Differences
Correlation
Regression (Statistics)
Alternative Teacher Certification
Uriegas, Brian
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Teachers are entering the classroom through a variety of certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management. Once certification is received, these teachers enter the classroom and face many issues, including discipline in the classroom and the writing of referrals. This study attempted to determine if there is a relationship between traditional or alternative certification programs and the number of discipline referrals written by teachers and will also determine if there is a relationship between student teaching and the number of discipline referrals written by teachers. Additionally, teachers' level of education and years of teaching experience, age, race, and gender were also factored in to determine if a correlation existed between these factors and the number of discipline referrals written by teachers. Literature discussing the process of becoming a teacher, routes to certification, roles of a teacher, and issues for teachers was reviewed. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district's personnel database as well as from the campus level administrators. Hierarchical regressions were used to test null hypotheses and recommendations and suggestions were made. [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.]
ED551586
The Impact of Certification Type and Student Teaching Experience on Classroom Management in a Rural South Texas District
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-4695-2
129
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548874
2015
As Provided
JAN2020
No
Theological Education
Undergraduate Students
Semi Structured Interviews
Student Attitudes
Biblical Literature
Epistemology
Cognitive Style
Learning Processes
Christianity
Church Related Colleges
Liberal Arts
Philosophy
Models
Qualitative Research
Interviews
Content Analysis
Sampling
Scores
Guidelines
Institutional Characteristics
Religious Education
Individual Development
Trentham, John David
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The intent of this study was to explore the variance of epistemological development in pre-ministry undergraduates across different institutional contexts, using the Perry Scheme as a theoretical lens. Semi-structured interviews were employed in order to elicit information from participants that revealed their personal perspectives regarding their approaches to acquiring, maintaining, and implementing knowledge. Students from three institutional contexts were included in this study: secular university, confessional Christian liberal arts university, and Bible college. A review of the precedent literature for this research presented foundational biblical-theological and theoretical sources that defined and elucidated the context of this study. The biblical-theological analysis first identified the nature of human knowledge and development within the context of the redemptive-historical metanarrative. Then, two prominent biblical themes that relate specifically to epistemological development were treated: the knowledge of God and biblical wisdom. A thorough review of the Perry Scheme was then provided, including theoretical and philosophical underpinnings, the model itself, and major extensions and elaborations of Perry's model. A final section introduced the "principle of inverse consistency" as a paradigm for interacting with Perry and other developmental theories, from a biblical worldview. The qualitative research design consisted of five steps. First, the researcher contacted and enlisted students and obtained a Dissertation Study Participation Form from each participant. Second, a customized interview protocol was designed according to the Perry Interview Protocol, in conjunction with the Center for the Study of Intellectual Development (CSID). Third, a pilot study was undertaken. Fourth, one interview was conducted with each participant, and the interviews were transcribed and submitted to the CSID for scoring. Fifth, in addition to the scoring analysis performed by the CSID, the researcher designed and implemented an independent content analysis procedure, including a structured analytical framework of epistemological priorities and competencies. Finally, the scored data and content analysis results were evaluated together, and interpreted by the researcher to yield findings and implications. Overall, this research observed that epistemological positioning was generally consistent among pre-ministry students from differing institutional contexts. The CSID's stated majority rating for typical college graduates was reflected in each sample grouping-a point of transition between Positions 3 and 4, defined in the Perry Scheme as mid to late "Multiplicity." By certain measures, however, scores among context groups were distinguishable. For example, average scores for secular university students reflected a point very near, but slightly above Position 3, while average ratings among Bible college and liberal arts university students reflected a point essentially midway between Positions 3 and 4. Also, when a filter was applied that eliminated the results of the oldest and youngest sample participants, the liberal arts university grouping reflected a distinguishably higher epistemological position than other groupings. Evaluation of the research interview data according to the researcher's structured framework of epistemological priorities and competencies yielded findings that were consistent overall with the variations of levels of epistemological positioning as reported by the CSID. In addition, numerous prominent themes emerged from analysis of interviewees' articulations that were identified as bearing relevance to participants' epistemological maturation. Finally, the impact of effects of differing social-academic cultures on pre-ministry undergraduates' epistemological perspectives and maturation were examined. Evaluation of these themes and environmental conditions served to highlight numerous conformities as well as significant distinctions among pre-ministry students from differing institutional contexts. [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.]
ED551587
Epistemological Development in Pre-Ministry Undergraduates: A Cross-Institutional Application of the Perry Scheme
ProQuest LLC
Ph.D. Dissertation, The Southern Baptist Theological Seminary
2012-00-00
978-1-2678-3145-3
265
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547986
2015
As Provided
JAN2020
No
Mathematics Instruction
Manipulative Materials
Teaching Methods
Mathematical Concepts
Concept Formation
Technology Uses in Education
Intervention
Comparative Analysis
Mixed Methods Research
Grade 5
Elementary School Students
Pretests Posttests
Instructional Effectiveness
Scores
Effect Size
Mathematics Achievement
Mathematics Skills
Educational Technology
Westenskow, Arla
Dissertations/Theses - Doctoral Dissertations
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifth-grade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives-at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students' resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction. [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.]
ED551588
Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives
ProQuest LLC
Ph.D. Dissertation, Utah State University
2012-00-00
978-1-2677-9767-4
296
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546315
2015
As Provided
JAN2020
No
Mixed Methods Research
General Education
Health Sciences
Interviews
College Administration
Health Services
Core Curriculum
Required Courses
Course Content
Curriculum Development
College Curriculum
Rosario, Peggy
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to describe the structure of general education curricula at baccalaureate colleges of health science in relationship to Bergquist's Career-Based Model of curriculum. Using an explanatory sequential mixed methods approach, the model was tested by examining whether the curricula were both prescriptive and specific. First, the researcher analyzed how prescriptive the general education curricula at 38 colleges of health science were by evaluating the institutions' catalogs and websites. In the second, qualitative phase, the researcher interviewed general education leaders at six of the colleges to confirm the quantitative data and obtain information about how specific the general education curricula were to healthcare. The quantitative findings supported Bergquist's model that colleges of health science have a prescriptive curriculum with 71% of the colleges having a core, major-dominated or mixed model with a primary component of core or major-dominated. In addition, the number of required general education credits and the proportion of required math and science credits were higher than data from most national studies for other types of colleges. The interviews confirmed that general education is strongly prescriptive at colleges of health science rather than elective. The interviews also demonstrated that some colleges have a distribution model where students take a limited number of offerings in selected categories, but that the major program requirements dictate the courses students in each major must take within the distribution categories. Implemented this way, even the distribution model was prescriptive. These findings also supported Bergquist's model by illustrating how specific the general education course content was to healthcare. These research findings contribute to the body of knowledge about general education and colleges of health science, mixed methods research, and Bergquist's model. The study is also helpful to faculty and administrators at colleges of health science and other specialized colleges and accreditation personnel interested in understanding general education curricula. [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.]
ED551589
General Education in Health Science-Focused Institutions: An Explanatory Mixed Methods Study
ProQuest LLC
Ed.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2677-9779-7
182
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546324
2015
As Provided
JAN2020
No
Teacher Education
Principals
Administrator Attitudes
Administrator Role
Secondary Schools
Middle Schools
Academic Achievement
Beginning Teachers
Comparative Analysis
Surveys
Morelli, Denise A.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Secondary Education
Middle Schools
Junior High Schools
This study examines the perceptions of secondary school principals in Pennsylvania with respect to teacher preparation. A review of recent education literature clearly supports the understanding that there is a national concern regarding student achievement and its importance in assuring that the United States can maintain its current position of a leading industrial nation. Extensive research has clearly indicated that principals play a vital role in student achievement as a whole and in their buildings in particular. As the needs for education have changed, this role has become even more crucial in recent years. Given the importance of principals in hiring practices and student achievement, their perceptions regarding the level of preparation of teachers is of some importance. The purpose of this research study was to determine the perceptions of Pennsylvania's high school and middle school principals regarding the level of preparation of new teachers who are in the beginning of their careers. These perceptions were compared to those groups who were included in the Governor's Commission on Training America's Teachers. In this study, high school and middle level principals in Pennsylvania were given the opportunity to respond to the same survey questions posed in the Governor's Commission. The summaries of each of the hypotheses tested clearly indicate that high school and middle level principals have strong beliefs about the preparation levels of new teachers who have recently graduated from education programs. The knowledge obtained as a result of this study adds to the body of knowledge related to improving student achievement by preparing excellent teachers. This information can be used to impact teacher preparation and inform discussions related to professional development and teacher preparation courses. [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.]
ED551590
The Governor's Commission on Training America's Teachers: Response from Pennsylvania's Secondary School Principals
ProQuest LLC
Ed.D. Dissertation, Duquesne University
2012-00-00
978-1-2678-1246-9
198
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546958
2015
As Provided
JAN2020
No
Computer Games
Educational Technology
Teaching Methods
Cooperative Learning
Technology Uses in Education
College Students
Role Playing
Student Participation
Surveys
Statistical Analysis
Personality Traits
Student Motivation
Gender Differences
Adults
Theories
Correlation
Interaction
Distance Education
Marvel, Michele D.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Massively multiplayer online games (MMOGs) have potential as educational tools. Existing literature shows that MMOG-based courses can foster a more immediate sense of community among students than traditional distance learning interfaces. The immersive technology of MMOGs opens the door for students to be able to virtually walk through the college campus, attend events with students and faculty, and participate in role-playing activities that are typically not possible in distance education. As with any educational platform, participation is a key element to student success. In order to develop educational MMOGs that maximize student participation, it is necessary to understand how individual factors affect participation in existing MMOGs. Through the use of the survey method, this quantitative study addressed a gap in literature by studying the effect of introversion and extraversion, motivation, and gender on participation in adults who currently play MMOGs. Escape theory, experiential learning theory, optimal level of arousal theory, and Yee's model of player motivation grounded this inquiry. A three-way analysis of variance was conducted to determine the main and interaction effects of introversion and extraversion, player motivation, and gender on time spent playing MMOGs. This study found that introverts spent 6.7 more hours playing MMOGs each week than extraverts. A significant interaction effect was found between introversion or extraversion and gender. Implications for positive social include improved design and facilitation of MMOG-based educational platforms, which can result in enhanced distance learning opportunities for students. [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.]
ED551591
Motivating Distance Learners in Online Gaming Worlds
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2677-9838-1
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546342
2015
As Provided
JAN2020
No
Coding
Information Technology
Structural Analysis (Science)
Mathematics
Zhang, Xiaojie
Dissertations/Theses - Doctoral Dissertations
English
Low-density parity-check (LDPC) codes have been the focus of much research over the past decade thanks to their near Shannon limit performance and to their efficient message-passing (MP) decoding algorithms. However, the error floor phenomenon observed in MP decoding, which manifests itself as an abrupt change in the slope of the error-rate curve, has hindered the adoption of LDPC codes and MP decoders in some applications requiring very low error rates. As an alternative to MP decoding, linear programming (LP) decoding is an approximation to maximum-likelihood decoding by relaxing the optimal decoding problem into a linear optimization problem. It has been noticed that, when the symbols error probability in channel output is low, LP decoding has superior error correction performance. However, due to the inefficiency of general-purpose LP solvers which are not optimized for solving LP problems, LP decoding is computationally more complex than MP decoding, especially for codes of large block size. In this dissertation, we first design an efficient exhaustive search algorithm to find all small error-prone substructures, some of which are commonly blamed for certain decoding failures of MP decoding. Then, we investigate the cause of error floors in LDPC codes from the perspective of the MP decoder implementation, with special attention to limitations that decrease the numerical accuracy of messages passed during decoding, and propose a quantization method for fixed-point implementation of MP decoding which significantly improves the error-floor performance by overcoming the limitations of standard quantization rules. For LP decoding, we improve the error-correcting capability of LP decoding by using an effective algorithm to generate additional redundant parity-check constraints which eliminate certain undesired solutions to LP decoding problem. We further propose an efficient message-passing algorithm to solve the LP decoding problem. This algorithm is based on the alternating direction method of multipliers (ADMM), a classic technique in convex optimization theory, and our key contribution is a novel, efficient projection algorithm that can improve the decoding speed of the ADMM-based LP decoder. The last part of this dissertation is a separate piece of work on optimizing video transmission over distributed cognitive radio network. [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.]
ED551592
LDPC Codes--Structural Analysis and Decoding Techniques
ProQuest LLC
Ph.D. Dissertation, University of California, San Diego
2012-00-00
978-1-2678-3450-8
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548182
2015
As Provided
JAN2020
No
Self Efficacy
Values Education
Citizenship Education
Teacher Attitudes
Elementary School Teachers
Public Schools
Learner Engagement
Teaching Methods
Classroom Techniques
Teacher Characteristics
Institutional Characteristics
Teacher Surveys
Teacher Competencies
School Counselors
Counselor Attitudes
Student Evaluation
Service Learning
Statistical Significance
Comprehension
Student Behavior
Toney, Hannah R.
Dissertations/Theses - Doctoral Dissertations
West Virginia
West Virginia
English
Elementary Education
The purpose of this study was to determine the level of West Virginia public elementary school teachers' self-efficacy for teaching character education. Questions addressed teachers' overall level of perceived self-efficacy for teaching character education; the levels of perceived self-efficacy in student engagement, instructional strategies, and classroom management; and the differences between levels of perceived self-efficacy and selected school and teacher demographic/attribute variables. Teacher self-efficacy to instruct character education was measured using the "Teacher Self-Efficacy to Instruct Character Education" (TSICE) survey, an adaptation of the "Teacher Sense of Efficacy Scale" (TSES) designed by Anita Woolfolk Hoy and Megan Tschannen-Moran (2001). The TSICE was distributed electronically to principals in 420 West Virginia elementary schools. Principals were asked to forward the survey to their teachers for response; 433 teachers completed the survey. Overall levels of perceived self-efficacy indicated that teachers had a significantly high level of total self-efficacy for teaching character education and held high levels of self-efficacy in the three sub-factors. Statistically significant differences were reported by counselors in character education functions including responding to difficult questions, aiding student comprehension using a variety of assessments, providing alternative examples to students, and providing appropriate challenges like service learning. Statistically significant results were also found for teachers of PreK-grade three for gauging student comprehension and establishing routines that stressed good character in the classroom. Ancillary findings indicate that the respondents felt they were least able to influence positive out-of-school behaviors and best able to influence positive principled behaviors. [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.]
ED551593
The Perceived Self-Efficacy of West Virginia Public Elementary School Teachers to Teach Character Education
ProQuest LLC
Ed.D. Dissertation, Marshall University
2012-00-00
978-1-2677-9841-1
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546344
2015
As Provided
JAN2020
No
Mathematics Instruction
Two Year College Students
College Bound Students
Barriers
Graduation
Mathematics Skills
Longitudinal Studies
Statistical Analysis
High Schools
Community Colleges
Secondary School Mathematics
College Readiness
College Mathematics
Student Records
College Entrance Examinations
Student Placement
Regression (Statistics)
Grade 9
Grade 10
Grade 12
High Stakes Tests
Predictor Variables
Remedial Mathematics
Jaffe, Louise
Dissertations/Theses - Doctoral Dissertations
California
ACT Assessment
California
ACT Assessment
English
Two Year Colleges
Higher Education
Postsecondary Education
Secondary Education
High Schools
Grade 9
Junior High Schools
Middle Schools
Grade 10
Grade 12
This research studied the role of mathematics as a roadblock to college completion for community college-bound students in California. Using longitudinal quantitative analysis, I observed the educational pipeline between high school and community college and analyzed how different high school mathematics histories predicted readiness, or un-readiness, for college-level mathematics. I found the pipeline metaphor inaccurate and misleading. Rather than being carried, or pumped, through a single pipeline, community college-bound students hiked diverse trails through high school mathematics. At important junctures, students chose or were directed to paths that diminished their chances of attaining college-readiness. My sample included 2,920 students, four full graduating classes from a single ethnically and economically diverse comprehensive public high school. Student school district records were linked with community college ACT COMPASS placement assessments in mathematics for the subset of 903 students who matriculated to the community college as freshmen. In a multinomial logistic regression model, Grade 9 mathematics and the California High School Exit Exam (CAHSEE) in mathematics were significant predictors of placement in 1-, 2-, 3-, and 4-levels below college-level mathematics. The finding that the CAHSEE Math was significant is evidence that California already has in place a high stakes test for 10th graders that predicts placement into below-college-level mathematics. Not taking mathematics in grade 12 was also a significant predictor of placement in below-college-level mathematics. Fifty-five percent of the students who placed 2-, 3-, or 4-levels below college-level mathematics did not take any mathematics in their senior year of high school. I conclude with recommendations for actionable and strategic shifts in practice that this research indicates will be effective in improving college-readiness in mathematics for community college-bound students. [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.]
ED551594
Mathematics from High School to Community College: Preparation, Articulation, and College Un-Readiness
ProQuest LLC
Ed.D. Dissertation, University of California, Los Angeles
2012-00-00
978-1-2677-9879-4
211
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546356
2015
As Provided
JAN2020
No
Reading Ability
Reading Improvement
Elementary Education
Reading Programs
Reading Teachers
Teacher Attitudes
Supplementary Education
Internet
Student Participation
Rewards
Instructional Program Divisions
Teacher Influence
Parent Participation
Program Effectiveness
Reading Assignments
Reading Motivation
Silent Reading
Clayton, JoAnn M.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
To improve students' reading abilities, an elementary school staff decided to supplement the regular curriculum with a free Internet reading program. To promote student participation in the supplemental program, the media specialist designed the Gumball Reading Program, which included student requirements and rewards. The requirements included parent signatures to verify students' reading at home, book reports, and testing on books read. The rewards for progress in the program included free passes to local baseball games, ice cream, candy bars, and gumball machines. Data showed that lower grade students participated more than upper grade students in the program. Fifth grade had only 4% of their students complete Level 6, while first grade had 76% of their students reach the same level. The faculty and staff at the school were interviewed to gain their perspectives of ways to enhance the program. Thirty-nine of the 44 participants invited participated in the action research study. Teachers and administrators acknowledged they had great influence regarding motivating students to participate. They also felt the lack of parental involvement discouraged student involvement; however, the vast majority of participants felt requiring parents to sign reading logs resulted in an inaccurate representation of students' participation and had a negative impact on effectiveness. At the upper level, other activities such as an emphasis on mathematics competed with the reading program. The findings suggest students should be encouraged to write book reports in class rather than at home and that class time for silent-sustained reading especially in the lower grades would be helpful. The study uncovered a need for teachers to schedule media center visits to help students check out appropriate grade-level books. Most teachers said their students were willing to work for the prizes and most liked the rewards offered in the program; however, students in the lower and upper grades appeared to prefer different types of rewards. Recommendations were made to enhance and change some of the rewards, such as making rewards more frequent. [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.]
ED551595
Teachers' Perspectives of Ways to Improve an Elementary School's Supplemental Reading Program
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2012-00-00
978-1-2677-9937-1
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546386
2015
As Provided
JAN2020
No
Time Management
Computer Mediated Communication
Notetaking
Critical Thinking
Internet
Questionnaires
Student Attitudes
Language Usage
Teaching Methods
Statistical Analysis
Prediction
Language Styles
Gender Differences
College Freshmen
Academic Achievement
Student Participation
Persuasive Discourse
Benchmarking
Thomas, Crystal Ann
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
The purpose of this dissertation was to investigate whether powerful language training affected student participation, impression formation, and gender communication style in online discussions. Powerful language was defined as a lack of the use of powerless language. Participants in this study were 507 freshmen taking a first-year college experience course at a university in the southeastern United States. Initial threaded discussions were evaluated for benchmark purposes. Instruction for the dissertation was based on established topics in the first-year college experience class and was conducted the first three weeks of the semester. Established topics included Academic Success, Time Management, and Note Taking and Listening. Participants participated in online threaded discussions on each of these established topics. Prior to Time Management instruction, the Powerful Language Training group received training on the use of powerful language while the No Powerful Language Training group received alternate training on critical thinking. At the end of the study, students completed an online student perception questionnaire. Results showed there was a significant difference in the use of powerful language in threaded discussion two where the No Powerful Language Training group who used more powerful language than the Powerful Language Training group. Descriptive statistics showed there was little difference between the response rates of the No Powerful Language Training group and Powerful Language Training group. Although there were significant differences in the quality of participation for male and female participants in an online threaded discussion after training in powerful language, the differences were not in the predicted direction. Results also indicated that although female participants appeared to be more competent in both the Powerful Language Training group and the No Powerful Language Training group, the treatment had no effect on the outcome for competence in impression formation. In all cases, except female participants in the second threaded discussion, there were no significant differences in gender communication styles between the groups. There were no significant differences in any of the questions asked of participants. The Powerful Language Training and No Powerful Language Training groups were similarly satisfied with their performances in the online threaded discussions. Finally, the use of powerless language by the Powerful Language Training group, by gender, and compared by discussion, were similar. [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.]
ED551596
Does Powerful Language Training Affect Student Participation, Impression Formation, and Gender Communication in Online Discussions?
ProQuest LLC
Ph.D. Dissertation, University of South Alabama
2012-00-00
978-1-2678-0018-3
211
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546438
2015
As Provided
JAN2020
No
Career Education
Technical Education
At Risk Students
Secondary School Students
Academic Failure
Social Development
Cognitive Development
Emotional Development
Experiential Learning
Teaching Methods
Case Studies
Interviews
Observation
Qualitative Research
Coding
Success
Smith, Sabrina E.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
As the number of youth at risk for educational failure has increased, so has the debate over the appropriate nature of career and technical education (CTE) programs for such youth. The purpose of this study was to gain an understanding about the manner in which CTE programs within vocational schools affected secondary students at risk for educational failure. The educational theories of Pestalozzi, Dewey, and Rousseau served as the conceptual framework for this study by supporting the development of students' intellectual, social, and emotional growth through hands-on activities rather than traditional rote learning. Data for this case study were collected through interviews and observations from 9 purposefully selected students enrolled in vocational school CTE programs. Qualitative strategies of memoing and coding supported interpretative data analysis for this case study. The participants revealed that their CTE programs had a positive impact on their lives. Findings that emerged from this study centered on job security, hands-on learning, and personal growth. These findings provide important empirical evidence of the utility of CTE programs for at-risk students. This evidence contributes to positive social change by illuminating an alternative education setting that enables at-risk students to attain and maintain academic success. This evidence also holds promise for positive social change by guiding the efforts of education stakeholders in determining the appropriate educational placement for at-risk students, placements that will promote a sense of belonging rather than alienation. [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.]
ED551597
The Impact of Career and Technical Education Programs on At-Risk Secondary Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4748-5
106
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548915
2015
As Provided
JAN2020
No
Salary Wage Differentials
Job Training
Dislocated Workers
Program Evaluation
Employment Programs
Federal Programs
Reentry Workers
Educational Attainment
Employment Experience
Vocational Education
Gender Differences
Ethnicity
Gordon, Kimberley Hall
Dissertations/Theses - Doctoral Dissertations
Arkansas
Arkansas
English
A number of costs are associated with the implementation of trade agreements not the least of which is the cost to the American workforce. The information age ushered in an era of globalization unlike anything the world economy had experienced before. As countries raced forward to dominate emerging markets and grow market share, millions of American workers were left in the wake. A remedy to the plight of the dislocated worker was found in trade adjustment assistance, specifically in job training benefits. This study examined the wage differences experienced by Trade Adjustment Assistance (TAA) job training participants served through the Western Arkansas LWIA. The results from this dissertation indicated TAA job training participants who completed the ascribed program experienced no significant difference in wages when they returned to work than dislocated workers who did not complete TAA job training programs. Upon closer examination, program completers experienced a significant difference in wage change during the three quarters following program exit when compared to their wages for the last three quarters of employment prior to entering the job training program. However, unlike the goal of WIA would suggest, program participants earned significantly less when they reentered the workforce. Socio-demographics were examined to isolate nuances that impacted wages. Neither gender nor ethnicity data were marked as significantly different. However, as it pertained to prior education attainment level and tenure in position at time of qualifying event, significant differences were found. Post hoc testing identified between which subgroups of these two independent variables were significantly different from others within each variable. [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.]
ED551598
Pre- and Post- Wage Differences of Trade Adjustment Assistance Job Training Participants in Arkansas
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2678-0033-6
105
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546444
2015
As Provided
JAN2020
No
Disproportionate Representation
African Americans
Females
Gender Differences
Racial Differences
Minority Groups
Career Choice
Careers
Physics
Scientists
Grounded Theory
Career Development
Critical Theory
Racial Factors
Story Telling
Identification (Psychology)
Social Integration
Communities of Practice
Success
STEM Education
Science Education
Public Policy
Equal Education
da Rosa, Katemari Diogo
Dissertations/Theses - Doctoral Dissertations
English
This research focuses on the underrepresentation of minoritized groups in scientific careers. The study is an analysis of the relationships between race, gender, and those with careers in the sciences, focusing on the lived experiences of Black women physicists, as viewed through the lens of women scientists in the United States. Although the research is geographically localized, the base-line question is clear and mirrors in the researcher's own intellectual development: "How do Black women physicists describe their experiences towards the construction of a scientific identity and the pursuit of a career in physics?" Grounded on a critical race theory perspective, the study uses storytelling to analyze how these women build their identities as scientists and how they have negotiate their multiple identities within different communities in society. Findings show that social integration is a key element for Black women physicists to enter study groups, which enables access to important resources for academic success in STEM. The study has implications for physics education and policymakers. The study reveals the role of the different communities that these women are part of, and the importance of public policies targeted to increase the participation of underrepresented groups in science, especially through after-school programs and financial support through higher education. [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.]
ED551599
Gender, Ethnicity, and Physics Education: Understanding How Black Women Build Their Identities as Scientists
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-2678-4738-6
191
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548906
2015
As Provided
JAN2020
No
Qualitative Research
Suspension
Social Exchange Theory
Student Behavior
Behavior Problems
Interviews
Student Attitudes
Administrator Attitudes
Teacher Attitudes
Focus Groups
Student Experience
Experience
Influences
Program Effectiveness
Intervention
Guidance
At Risk Students
Academic Achievement
Roach, William Farris, Jr.
Dissertations/Theses - Doctoral Dissertations
English
This qualitative study sought to better understand the lived experiences of students, teachers, and administrators with regards to the In-School Suspension program. This study was grounded in a theoretical framework which included basic concepts of behaviorism and social exchange theory. With these theories this research study sought to explain the relationships that exist within the ISS program and the effect of those relationships on deterring student misbehavior within a particular critical case study. These concepts helped to explain even further the relationships and the human lived experiences that occurred with this study. Data were collected through in-depth individual interviews with students and the ISS director and two different focus group interviews with teachers and administrators. This study sought to understand how the lived experiences of the students differed from the experiences of the adults in the study. The study also sought to determine how these lived experiences of the study participants influenced their perceptions as to why some students serve one assignment of ISS and never return while other students repeatedly return to the program. Four major themes emerged from the data collected in this study: (1) ISS as a negative experience for students; (2) the guidance component of ISS; (3) ISS and how it affects at-risk students; and (4) the academic impact ISS has on students. The analysis of all of the data allowed the researcher to synthesize the thoughts of each participant group and find similarities and differences. Recommendations for future studies are also discussed. [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.]
ED551600
In-School Suspension: An Effective Deterent of Student Misbehavior or Just Another Form of Discipline
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4737-9
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548905
2015
As Provided
JAN2020
No
Semantics
Syntax
Nouns
Korean
Language Processing
Native Language
Second Language Learning
Predictor Variables
Language Research
Cues
Japanese
English
Reading Processes
Phrase Structure
Form Classes (Languages)
Shin, Eun Young
Dissertations/Theses - Doctoral Dissertations
English
The goal of this dissertation is to investigate the real-time sentence processing of Korean both by native speakers and learners in terms of the availability and the effectiveness of different types of information in the structural prediction. Built on the crosslinguistically contrastive findings between Japanese in Yoshida (2006) and Chinese in Hsu (2007), the parser in Korean is characterized in two aspects. The first aspect is whether the parser is sensitive to different types of information in on-line processing such as the semantic mismatch and the case markers. The second aspect is whether the parser makes a structural prediction based on inherently indirect cues available. In addition, the L2 parser from two language backgrounds is qualitatively compared in the same aspects. Self-paced reading time experiments were conducted with L1 Korean speakers as well as L1 Japanese and L1 English learners of Korean. The construction under discussion contained a classifier construction and the relative clause, where the semantic match between a classifier and its closest candidate licensing noun as well as the case marker of the noun was manipulated. The results showed that both L1 and L2 parsers were sensitive to the available semantic information as well as the case marker information in on-line processing. The semantic mismatch had an immediate impact while the case marker information exhibited a latent effect. As for the prediction effect, the semantic mismatch alone did not serve as an unfailing predictor of the relative clause in Korean whereas the semantic mismatch in Japanese (Yoshida, 2006) and the contextual cue in Chinese (Hsu, 2007) made a structural prediction possible. Instead, the combination of the semantic Match and the Genitive marker accelerated the processing of the upcoming relative clause in Korean. The predictive effect was not clearly observed at the expected locus of the effects in the L2 parser. In addition, there was a frequency effect at the classifier itself, which was amplified by the L2 parser. Based on the findings, this dissertation supports the claim that the parser is universally incremental and predictive, but it further argues that the degree of the predictability and the types of information used for the prediction vary depending on the language. [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.]
ED551601
The Availability of Semantic and Syntactic Information and Their Use as a Structural Predictor in the Real-Time Processing of L1 and L2 Korean
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4690-7
242
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548871
2015
As Provided
JAN2020
No
Social Networks
Second Language Learning
Case Studies
Second Language Instruction
Role
English (Second Language)
Discourse Analysis
Surveys
Persistence
Online Courses
Positive Attitudes
Student Attitudes
Lin, Chin-Hsi
Dissertations/Theses - Doctoral Dissertations
English
A growing number of people study languages online, and little is known about their attitudes toward this new learning approach, what practices they engage in, or what kinds of interaction they are involved in. This dissertation investigates users' attitudes, practices, and interactions on the largest language-learning social network site, Livemocha. Through a survey of 4,173 diverse users of the site as well as 20 case studies of individuals, this dissertation has yielded three main findings: 1) there is high attrition among Livemocha participants; 2) users who persist enjoy the environment and feel they are making progress, but linguistic analysis suggests that this perceived progress is not significant; and 3) the ways in which participants make use of Livemocha affect their progress. The study hints at the potential of online learning, given the generally positive regard participants have for the Livemocha environment, but it also shows its limitations, since most learners drop out or show only limited gains. The study suggests that if online education is to play a positive role in the teaching and learning of English and other languages, learners will need support, guidance, and well-structured activities to ensure the kinds of participation and linguistic interaction that can lead to success. These findings have implications for developers, educators, and researchers. [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.]
ED551602
Language Learning through Social Networks: Perceptions and Reality
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2012-00-00
978-1-2678-0043-5
163
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546452
2015
As Provided
JAN2020
No
Reading Instruction
Intervention
Reading Programs
Learning Disabilities
English Language Learners
Federal Legislation
Educational Legislation
Secondary School Students
Achievement Gap
Student Attitudes
Teacher Attitudes
Secondary School Teachers
Success
Program Effectiveness
Comparative Analysis
Reading Skills
Negaard, Connie
Dissertations/Theses - Doctoral Dissertations
Wisconsin
No Child Left Behind Act 2001
Wisconsin
No Child Left Behind Act 2001
English
Secondary Education
One of the most significant policy effects of the No Child Left Behind (NCLB) Act of January 2002 and the subsequent state waivers of this Act, has been an awareness and intolerance of the gaps in student achievement among subgroups of students throughout the United States. Specifically, secondary students with learning disabilities and English Language Learner (ELL) students significantly lag behind non-disabled and English proficient students. In Wisconsin, the NCLB waiver developed by the Department of Public Instruction outlines accountability reform measures, one of which measures each school's progress in closing achievement gaps. At the secondary level, where the numbers of students in these subgroups continue to rise while proficiency levels in reading continue to reveal large gaps, educators are desperate for effective reading intervention programs. The National Institute for Literacy (2002) asserts that "it is clear that much research is needed in this under-studied area...experimental and quasi-experimental studies of instructional methods modes for effective reading instructional delivery in middle and high school and specific interventions for struggling readers are needed.". Educational decisions about effective reading interventions must be fully justified and logically compelled by data. Curriculum directors and secondary principals are desperate for assistance in selecting and implementing the most effective literacy initiatives. The purpose of this study is to provide further information on the attributes of reading intervention programs that have led to improved reading proficiency among students with learning disabilities and English Language Learners. The study specifically provides the perspective of the students enrolled in interventions and the teachers delivering them. Research Questions: 1. From the perspective of students and teachers, what are the attributes of two alternative intensive reading interventions that contribute to improved reading proficiency among secondary English Language Learners (ELL) and students with learning disabilities (LD)? 2. What factors contribute to the successes or challenges of implementing these interventions at secondary schools? [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.]
ED551603
Attributes of Alternative Reading Interventions That Contribute to Improved Reading Proficiency among Secondary English Language Learners and Students with Learning Disabilities
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-0052-7
127
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546461
2015
As Provided
JAN2020
No
Educational Technology
Technology Uses in Education
Teaching Methods
Delivery Systems
Case Studies
English Instruction
Mathematics Instruction
Science Instruction
Social Studies
Career Academies
Teacher Attitudes
Student Attitudes
Educational Research
Academic Achievement
High School Freshmen
Bulletin Boards
Visual Aids
Rogers, Jeffrey Ray
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
High Schools
Secondary Education
The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom at a freshman academy in a progressive school district in the Upstate of South Carolina. The phenomenon was examined from the lenses of teachers and students. The study involved teacher participants, as identified by the freshman academy principal, who regularly combine the previously mentioned instructional technologies with research-based instructional strategies, such as: essential questions, summarization, graphic organizers and vocabulary study. Each teacher identified three total students: one who is an above average achieving student, one who is an average achieving student and one student who is below average in terms of academic achievement. The study found that teachers who participated in this study believe that educational technologies do modify instructional delivery. Student participants identified the LCD projector and the interactive whiteboards as the technologies most capable of increasing their learning levels. Both groups of participants helped the researcher to identify science and social studies as the core subjects most capable of modifying instruction and learning. Deeper levels of integration and application are possible when teachers are able to possess their individual technological equipment because of the increased ability to practice with the equipment. Teachers need systemic equipment training and professional development throughout the implementation process. Teachers desire professional development that provides examples of technological integration into their particular content areas. Although this study was designed to examine specific instructional strategies in a freshman academy model, modifications of instructional delivery with educational technologies are possible with a variety of strategies that may occur at any school or within any classroom. [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.]
ED551604
Modification of Instructional Delivery and Student Learning with the Use of Educational Technologies
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4685-3
263
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548868
2015
As Provided
JAN2020
No
Reciprocal Teaching
Reading Comprehension
Instructional Effectiveness
Grade 7
Grade 8
Middle School Students
Vocabulary
Quasiexperimental Design
Pretests Posttests
Scores
Reading Tests
Statistical Analysis
Science Instruction
English Instruction
History Instruction
Reading Instruction
Hancock, Jack William
Dissertations/Theses - Doctoral Dissertations
Gates MacGinitie Reading Tests
Gates MacGinitie Reading Tests
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 8
Evidence suggests that middle school students are spending insufficient school time in reading and writing activities, with little comprehensive literacy training from their teachers. To address that gap in practice, this quasi-experimental study addressed the impact of a 12-week treatment program on the reading comprehension and vocabulary mean scores among 5 middle school classes (N = 111 students). A nonequivalent pretest-posttest control-group design was used to organize groups and gather data. Instructors taught the treatment group using Reciprocal Teaching Plus (RTP) across the content areas of science, English, and history, while the instructors taught the control group using non RTP strategies across the same content areas. The Gates MacGinitie Reading Test measured the students' reading comprehension and vocabulary scores. A mixed-design repeated measure ANOVA was employed to measure mean differences in outcome scores by teaching strategy and grade level. Results indicated no significant differences in test results between the RTP and non RTP groups, suggesting that teaching using RTP across the three content areas did not improve reading comprehension for middle school students. The positive social change implications include that although the results of this study did not indicate any advantage to RTP as implemented, the advantages of this instructional approach are well documented in the literature. Thus, it may be that the approach is sound, but the implementation needs a closer examination and/or the teachers need additional in-service/training to effectively teach using this method. [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.]
ED551605
The Effect of Reciprocal Teaching Plus across Three Content Areas on Reading Comprehension in Seventh and Eighth Grade Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4635-8
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548830
2015
As Provided
JAN2020
No
Public Schools
School Districts
Correlation
Educational Finance
Enrollment
Low Income Groups
Special Education
English Language Learners
Expenditure per Student
Urban Schools
Taxes
Teacher Student Ratio
Teacher Salaries
Operating Expenses
Regression (Statistics)
Rural Schools
Rural Urban Differences
Resource Allocation
Elementary Secondary Education
Bidin, Zainin
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Elementary Secondary Education
This research examines the financial profiles of 550 public school districts in Michigan and highlights the association between school district fund balance and the following eleven indicators: enrollment, percent enrollment change, percent of students receive free and reduced lunch (FRL), percent of special education students, percent of English Language Learners (ELL), per pupil foundation allowance, urban, property taxable value, pupil-teacher ratio, average teacher salary, and business and administrative expenses as a percentage of current operating expenditures from fiscal year 2001 to 2010. School districts financial profiles display a rising number of districts in financial deficit and near deficit, which is defined as fiscal stress in this study. Throughout the years, the mean of the district fund balance has steadily declined, and the movement of school districts in and out of deficit and fiscal stress has been unpredictable. Utilizing pooled regression analysis, an investigation was conducted to reveal the positive and negative associations with the district fund balance. Four are found to be positively associated, these include: foundation allowance, property taxable value, pupil-teacher ratio, and number of ELL students, which is one of the high-cost student indicators. The remaining six are enrollment, enrollment change, FRL, special education, salary, and business administrative expenditures and has a negative association with the district fund balance. Compared to districts located in rural areas, urban school districts have a lower fund balance, but for both school districts a higher fund balance could be achieved with more funding. On the other hand, giving money to school districts will not increase their fund balances. A plan must be put into place to spend the money effectively, taking into account teacher's salary, class size control, and business administrative expenses. With all of these in mind school district managers will have a greater chance of maintaining their fund balance and fiscal status. Three cross-section regression analyses for fiscal years 2000, 2005, and 2010 with percent enrollment change in one and three years proved to be consistent with the pooled regression analysis. These cross-section analyses are useful in the short-term but will not estimate the fund balance accurately in five or ten years. [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.]
ED551606
Examining Fund Balance in Michigan School Districts
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-4617-4
104
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548818
2015
As Provided
JAN2020
No
Institutional Characteristics
Academically Gifted
Middle School Students
Student Development
Academic Achievement
Creativity
Student Motivation
Outcomes of Education
Secondary School Curriculum
Test Preparation
Criterion Referenced Tests
Achievement Tests
Comparative Analysis
Cantrell, Martha Kelly
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness is not a suspect class in equity concerns (Leslie, 2009). Therefore, a research base that measures the impact of well-designed practices on student outcomes may serve as the strongest justification for the development of potential among gifted students in American public schools. The purpose of this study was to investigate the impact of school characteristics on the development of gifted student potential during the middle school years as measured by achievement, creativity, and motivation outcomes. For the purposes of this study, school characteristics referred to the curriculum (integrated versus traditional), the presence or lack of deliberate focus given to preparation for state criterion-referenced grade-level tests, and the attention given to matching curriculum to student interest. The findings of the research study do not fully support concerns that a focus on state-mandated competency tests may create an unfavorable climate for the academic growth of high-achieving students. There was evidence that an integrated instructional approach that reduced focus on competency testing may foster higher levels of creative thinking. Findings also revealed the importance of periodically monitoring student retention of grade-level standards to guard against regression in levels of proficiency when students engage in accelerated curricula. The study highlighted a need for assessments that permit the evaluation of conceptual understanding and processes to provide a more informative review of academic achievement and creative thinking. [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.]
ED551607
A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2012-00-00
978-1-2678-4466-8
195
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548756
2015
As Provided
JAN2020
No
Educational Technology
Web 2.0 Technologies
Computer Simulation
Technology Uses in Education
Qualitative Research
Case Studies
Student Attitudes
Teacher Attitudes
Surveys
Interviews
Comparative Analysis
Teaching Methods
Course Content
Distance Education
Instructional Effectiveness
Collins, Sharon Kibbe
Dissertations/Theses - Doctoral Dissertations
English
Educators face challenges as they seek to ensure their online learning content is interactive, is engaging, and works well for remote learners. Second Life (SL), an online virtual world technology-based system built on Web 2.0 technology, is one approach designed to enrich online instruction and e-learning. This study involved a synthesis of concepts related to (a) gathering individual reactions to using information technology; (b) integrating an interactive, collaborative environment; and (c) creating a viable, efficient, and engaging classroom for students. The unified theory of acceptance and use of technology addressed the objectives of using an information system and subsequent usage behavior. The purpose of this qualitative case study was to collect, analyze, and triangulate data to determine the ways in which students and instructors perceived SL, the extent to which the system was an efficient technology tool, and the ways in which it affected teaching and ultimately learning. Thirty students and 10 faculty were purposefully selected to participate in surveys and one-on-one interviews to answer research questions about their perceptions. Use of the constant comparative method to analyze the interview and survey data collected enabled the identification of common themes related to the research questions. Faculty and students indicated that SL was useful as a teaching and learning tool and was an efficient technology tool when it was tied directly to the content of the course material. Positive social change may occur if institutions are provided with teaching strategies for the use of technology tools such as Web 2.0 that could improve online instruction. [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.]
ED551608
How E-Learning with Second Life, an Online Virtual World Technology System, Affects Teaching and Learning
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-2678-4445-3
252
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548738
2015
As Provided
JAN2020
No
Handheld Devices
Manipulative Materials
Computer Security
Privacy
Nonverbal Communication
Accuracy
Man Machine Systems
Identification
Torres Peralta, Raquel
Dissertations/Theses - Doctoral Dissertations
English
Multi-touch tablets allow users to interact with computers through intuitive, natural gestures and direct manipulation of digital objects. One advantage of these devices is that they can offer a large, collaborative space where several users can work on a task at the same time. However the lack of privacy in these situations makes standard password-based authentication easily compromised. This work presents a new gesture-based authentication system based on users' unique signature of touch motion. This technique has two key features. First, at each step in authentication the system prompts the user to make a specific gesture selected to maximize the expected long-term information gain. Second, each gesture is integrated using a hierarchical probabilistic model, allowing the system to accept or reject a user after a variable number of gestures. This touch-based approach would allow the user to accurately authenticate without the need to cover their hand or look over their shoulder. This method has been tested using a set of samples collected under real-world conditions in a business office, with a touch tablet that was used on a near daily basis by users familiar with the device. Despite the lack of sophisticated, high-precision equipment, the system is able to achieve high user recognition accuracy with relatively few gestures, demonstrating that human touch patterns have a "distinctive signature" that can be used as a powerful biometric measure for user recognition and personalization. [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.]
ED551609
Recognizing User Identity by Touch on Tabletop Displays: An Interactive Authentication Method
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-4442-2
87
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548736
2015
As Provided
JAN2020
No
Self Concept
Discourse Analysis
Longitudinal Studies
Ethnography
Christianity
Socialization
Interviews
Classroom Communication
Russian
Native Language Instruction
Second Language Learning
Churches
Language Usage
Moral Values
Semiotics
Parent Child Relationship
Group Dynamics
Ethical Instruction
Vignettes
Teaching Methods
Second Language Instruction
Moore, Ekaterina Leonidovna
Dissertations/Theses - Doctoral Dissertations
California
California
English
Grounded in discourse analytic and language socialization paradigms, this dissertation examines issues of language and social identity construction in children attending a Russian Heritage Language Orthodox Christian Saturday School in California. By conducting micro-analysis of naturally-occurring talk-in-interaction combined with longitudinal ethnographic observations and interviews the study examines how young heritage language learners are positioned as Russian Orthodox Christian children in relation to others: their teachers, peers and parents. The study also explores how the children's affiliation with Orthodox Christian values and practices is socialized in their daily classroom interactions. The dissertation concentrates on discourse analysis of specific language practices: directives in attempts to correct transgressions, accounts given in attempts to correct transgressions, hypothetical direct reported speech modeling ways of talking to parents, stories where children are presented as knowledgeable about Orthodox Christian values and practices, and assessments of church-related practices. Through the use of language and other semiotic resources children are positioned (and position themselves) as knowledgeable about and emotionally connected to Orthodoxy, respectful and obedient toward, but sometimes more knowledgeable than the parents, part of a collective of peers, where an individual's behavior affects the group, and as pupils who need to learn not only the Russian language, but also concepts of morality from their teachers. Such positioning of children takes place not only through the use of lexical items (what is said to and around them), but also through the structure of the linguistic practices employed. The analysis shows that these structures take into consideration the multi-party arrangement of a classroom and other individuals who may be present or absent during the interactions. Hypothetical scenarios where a child is presented as a moral character are often used in the HL classroom setting. In these scenarios contrast is often employed to demonstrate to children complex moral concepts in concrete ways. Students learn "normative" ways of being Russian Orthodox Christian children who relate to others around them in ways that are acceptable for the Russian HL school setting and who understand and affiliate with Russian Orthodox Christian values and practices. [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.]
ED551610
Language and Social Identity Construction: A Study of a Russian Heritage Language Orthodox Christian School
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2012-00-00
978-1-2678-0094-7
242
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546501
2015
As Provided
JAN2020
No
Undergraduate Students
Blended Learning
Public Speaking
Speech Instruction
Motivation Techniques
Academic Achievement
Satisfaction
Relevance (Education)
Self Esteem
Online Courses
Questionnaires
Jokelova, Antonia
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
Higher Education
Postsecondary Education
The study was conducted to examine whether the components of Relevance and Confidence from the ARCS motivational model affect academic performance and course satisfaction differently. The participants were students of an online public speaking course at a southern U.S. public university. They were divided into three groups, Relevance, Confidence, and Control. The participants completed an initial questionnaire. The experimental groups were then exposed to the treatment consisting of Relevance- or Confidence-enhancing strategies. At the end of the semester, the participants completed a final questionnaire and their grades and scores were recorded and analyzed. The responses from questionnaires were analyzed between groups and within groups. The findings showed no significant differences between the experimental groups. The control group scored significantly higher on self-reported academic performance, course satisfaction, relevance, and confidence than the experimental groups. The phenomenon was credited to the control group instructor's greater involvement in the course, immediacy, and feedback style and timing. The components of Relevance and Confidence did not affect academic performance and course satisfaction differently. [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.]
ED551611
Effects of Relevance- and Confidence-Enhancing Motivational Strategies, Suggested Strategies, and Statements on Academic Performance and Course Satisfaction in Undergraduate Students of a Blended Public Speaking Course
ProQuest LLC
Ph.D. Dissertation, University of South Alabama
2012-00-00
9781267800985
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546504
2015
As Provided
JAN2020
No
Behavior Modification
Positive Reinforcement
Teaching Methods
Intervention
Teacher Role
Intermediate Grades
Antisocial Behavior
Pretests Posttests
Program Effectiveness
Reading Tests
Scores
Reading Achievement
Statistical Significance
Reading Difficulties
At Risk Students
Best Practices
Betts, Gregory W.
Dissertations/Theses - Doctoral Dissertations
Nebraska
Nebraska
English
Intermediate Grades
Students who demonstrated moderate (n = 18), mild (n = 22), or low (n = 46) externalizing behaviors as rated by teachers on the Universal Behavior Screen at the research school decreased the amount of externalizing behaviors displayed in the research school setting. At posttest 61 students scored in the low range, 24 students scored in the mild range and one student scored in the moderate range demonstrating the effectiveness of the school wide positive behavior support program which focused on a positive proactive reinforcement intervention for all students. While posttest NeSA-Reading scores showed no significant improvement, statistical difference was observed for all students who demonstrated moderate, mild, and low externalizing behaviors following two school years of participation in the school wide positive behavior support program on their Fountas and Pinnell instructional reading level scores. Students with mild and low externalizing behaviors MAZE percentile rank reading comprehension scores were statistically significantly different in the direction of posttest score improvement, however, students with moderate externalizing behaviors MAZE percentile rank reading comprehension scores while not significantly different were in the direction of posttest score improvement. Over time, the decrease in externalizing behaviors with reading scores staying the same or improving is a positive outcome for the research school. It should be noted that reading deficiencies continue to be areas of concern for at risk students, even with active participation in a school-wide positive behavior support program and best practice reading strategies. Due to this observation the research school will need to assertively continue to implement the school-wide positive behavioral support strategies that empower students and continue best practice reading interventions and strategies to continue to improve reading proficiency and decrease externalizing behaviors. [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.]
ED551612
The Impact of Teacher Administered Positive Behavioral Support Interventions on the Behavior and Achievement of Intermediate Level Students Identified with Measured Moderate, Mild, and Low Disruptive Externalizing Behaviors
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-0192-0
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546517
2015
As Provided
JAN2020
No
College Athletics
Sex Fairness
Community Colleges
Public Colleges
Federal Legislation
Compliance (Legal)
Womens Athletics
Higher Education
Educational Legislation
Athletic Coaches
Administrators
Administrator Attitudes
Barriers
Surveys
Student Diversity
Van Daniel, Roderick
Dissertations/Theses - Doctoral Dissertations
Mississippi
Title IX Education Amendments 1972
Mississippi
Education Amendments 1972
Title IX Education Amendments 1972
English
Higher Education
Postsecondary Education
Two Year Colleges
Title IX's legislation has been in place since 1972 and has affected female participation in a positive form towards gender equity. However many institution sill have difficulty complying with the standards mandated by Title IX. Gender equity is established by meeting substantial proportionality, continued expansion, or full accommodations prongs mandated by Title IX for an institution to be in compliance. The purpose of this study was to determine the perceptions of the athletic directors of the 15 public community and junior colleges in Mississippi regarding Title IX compliance and determine if their respective institutions are in compliance with the substantial proportionality (SP) prong of Title IX. The study identified the perceptions of the athletic directors regarding their institutions' Title IX compliance, as well as the effective strategies and barriers toward meeting the requirements to comply with Title IX within their programs. In addition, the study revealed whether or not the institutions complied with the SP prong of Title IX. Athletic directors (N = 15; 53% response rate) from the public community and junior colleges from Mississippi completed the Two-Year College Title IX Survey. Results revealed that overall the athletic directors perceived that their institutions were in compliance with Title IX. However, the athletic directors perceived that the listed strategies were not effective and the barriers listed were not perceived barriers to Title IX compliance. However, the Equity in Athletics Disclosure Act data revealed that none of the institutions complied with the SP prong of Title IX. From a practical perspective, the study revealed that while the athletic directors perceived that their institutions met the SP prong, EADA data revealed that none of the institutions in the state met that prong. Consequently, this finding indicates that there is a need for more education regarding Title IX compliance at the institutions. This information could serve as a starting point for an in-depth institutional study on Title IX. From a theoretical perspective, the study provided information that gives leaders at the public community and junior colleges in Mississippi a unique look at diversity within their athletic departments. [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.]
ED551613
Perceptions of Title IX's Impact on Gender Equity within Intercollegiate Athletics: The Mississippi Public Community and Junior Colleges
ProQuest LLC
Ph.D. Dissertation, Mississippi State University
2012-00-00
978-1-2678-0210-1
93
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546528
2015
As Provided
JAN2020
No
Prosocial Behavior
Behavior Modification
Cognitive Restructuring
Behavior Disorders
Elementary School Students
Student Improvement
Intervention
Program Effectiveness
Disabilities
Pretests Posttests
Statistical Significance
Student Placement
Timeout
Outcomes of Treatment
Esser, Ted H.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Overall, pretest-posttest results indicated statistically significant pretest beginning program compared to posttest ending program percentage of behavioral improvement for on task, following directions, and positive interactions outcomes improvement for individual students who completed the elementary grades pro-social cognitive behavioral skills program within one school year or less (n = 16), within one to two school years (n = 14), and within one school year or less ( n = 15). These results indicate program intervention effectiveness for these students. The posttest ending outcomes compared to posttest ending for on task, following directions, and positive interactions outcomes for individual students with identified disabilities requiring an individual behavior intervention plan who completed an elementary grades pro-social cognitive behavioral skills program within one school year or less, within one to two school years, and within more than two school years where the overall main effect of posttest ending on task outcomes for individual students with identified disabilities was not statistically significant. Statistical equipoise at posttest indicates program effectiveness over time for all three groups of students where posttest levels for on task, following directions, and positive interactions were consistent with return to less restrictive classroom placements. The average time out frequency change pretest beginning program nine weeks compared to posttest ending program nine weeks for individual students with identified disabilities requiring an individual behavior intervention plan who completed an elementary grades pro-social cognitive behavioral skills program within one school year or less, within one to two school years, within more than two school years and were returned to less restrictive classroom placements was not statistically different. Statistical equipoise at posttest indicates program effectiveness over time for all three groups of students where posttest levels of behavior resulting in time out consequences were consistent with return to less restrictive classroom placements. [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.]
ED551614
The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-0219-4
157
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546533
2015
As Provided
JAN2020
No
Educational Philosophy
Content Analysis
Teaching Methods
Critical Theory
Qualitative Research
Correlation
Francis, Emad N.
Dissertations/Theses - Doctoral Dissertations
English
Augustinian thoughts have been widely revered for their great influence on the development of Western philosophy. While most of St. Augustine's ideas were adapted in various fields of modern thought, his ideas on education have been rarely discussed. In reality, one should recognize that St. Augustine, being one of the greatest teachers of the church and a towering figure in all ages of Western philosophy, had implicitly detailed in his works and portrayed in his colorful life important ideas of teaching on education. Although this may be open for arguments and debate, this study set out to examine Augustinian ideas on education. This study used theoretical and qualitative research and employed content analysis. It must be noted, though, that this study presents analysis of Augustinian philosophy based only on the subject of educational pedagogy supported by relational analysis with critical pedagogy. Significantly, this study sought credible evidence from St. Augustine's works that may reveal the presence of relation of his teachings on education to critical pedagogy. Through content analysis, this study concludes that although St. Augustine did not write a book on education, Augustinian thoughts contain a clear pedagogy on education, and some of his teachings point toward the same directions wherein critical pedagogy is situated with regard to its theoretical positions. [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.]
ED551615
Augustinian Philosophy: Between Critical Pedagogy and Neo-Scholasticism
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2678-0229-3
243
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546539
2015
As Provided
JAN2020
No
Role
Information Security
Online Surveys
Information Systems
Compliance (Psychology)
Pilot Projects
Guidelines
Prediction
Behavior Patterns
Mutchler, Leigh Ann
Dissertations/Theses - Doctoral Dissertations
English
The purpose of the present study is to make contributions to the area of behavioral information security in the field of Information Systems and to assist in the improved development of Information Security Policy instructional programs to increase the policy compliance of individuals. The role of an individual's experience in the context of information security behavior was explored through the lens of protection motivation theory. The practical foundation was provided by the framework of Security Education, Training, and Awareness (SETA) programs which are typically used by organizations within the United States to instruct employees regarding information security. A pilot study and primary study were conducted with separate data collections and analyses. Both existing and new measures were tested in the study which used a Modified Solomon Four Group Design to accommodate data collection via a web-based survey that included a two-treatment experimental component. The primary contribution to academia proposed in this study was to expand the protection motivation theory by including direct and vicarious experience regarding both threats and responses to the threats. Clear definitions and valid and reliable reflective measures for each of the four experience constructs were developed and are presented in this dissertation. Furthermore, the study demonstrated that all four forms of experience play an important part in the prediction of the primary constructs in the protection motivation model, and as such ultimately play an important part in the prediction of behavioral intent in the context of information security. The primary contribution to practice was expected to be specifically related to the application of fear appeals within a SETA instructional framework. The contribution to practice made by this dissertation became instead the implications resulting from the strong performance of the experience constructs. Specifically, experience, both direct and vicarious, and with threats and with responses, are all important influences on individuals' behavioral choices regarding information security and should continue to be explored in this context. [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.]
ED551616
Expanding Protection Motivation Theory: The Role of Individual Experience in Information Security Policy Compliance
ProQuest LLC
Ph.D. Dissertation, Mississippi State University
2012-00-00
978-1-2678-0265-1
188
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546556
2015
As Provided
JAN2020
No
Civics
Social Studies
Preservice Teacher Education
Educational Games
Computer Simulation
Self Efficacy
Pedagogical Content Knowledge
Preservice Teachers
Methods Courses
Mixed Methods Research
Statistical Significance
Pretests Posttests
Scores
Teaching Methods
Sumners, Sarah Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was undertaken. This study employed a mixed methods approach with primacy given to quantitative statistical analyses of data collected pre and post using a content knowledge assessment (AP Government and Politics practice test) and two self-efficacy assessments (SSTEBI-PSSTE and TSES). Results from a repeated measures ANOVA revealed statistically significant differences in preservice social studies teachers content knowledge of civics from pre to posttest administration by gaming status (less than 2 hours and 2 hours or more), testing occasion (pre and posttest), and group by occasion. The gains in content knowledge by participants spending 2 hours or more gaming were greater than the gains for those who spent less than 2 hours gaming. Qualitative analysis revealed themes of content knowledge change, gaming, and active learning in support of quantitative findings. Results from the repeated measures ANOVA on the TSES measure revealed no significant differences by gaming status, testing occasion, or group by occasion from pre to posttest. There was a minimal raw score change from pre to posttest with the participants who played 2 hours or more in iCivics showing slightly less growth in self-efficacy scores on the TSES in comparison to those playing less than 2 hours in iCivics. Results from the repeated measures ANOVA on the SSTEBI-PSSTE measure revealed a statistically significant main effect for testing occasion. Results showed no significant difference by gaming status or for the interaction of group by occasion. Qualitative data collected throughout the research study via interviews and document analysis aided in the explanation of the quantitative results. The present study extends previous research into the use of games to enhance educational experiences. It is clear from this research that the amount of time spent gaming has an effect on participants' content knowledge of civics and that online simulations are an effective teaching method. [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.]
ED551617
Civic Education in the Preservice Classroom: A Study of Gaming
ProQuest LLC
Ph.D. Dissertation, Mississippi State University
2012-00-00
978-1-2678-0283-5
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546565
2015
As Provided
JAN2020
No
Student Diversity
College Graduates
Higher Education
Salaries
Employer Attitudes
Employers
Least Squares Statistics
Hierarchical Linear Modeling
Probability
Minority Group Students
White Students
Surveys
Disproportionate Representation
Lynch, Douglas
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Affirmative Action in college admissions has been a source of controversy since its inception. Historically, the argument has been framed as a cost benefit analysis between the consequences to Whites denied admission to an institution because of Affirmative Action policies versus the benefits to historically underrepresented minorities admitted in their stead. This dissertation furthers the conversation by introducing a theoretical model grounded in the literature that explains why employers might seek college graduates who have been exposed to more diversity and then empirically explores the benefits to graduates who attend more racially and ethnically diverse institutions. It posits a parabolic empirical relationship between an institution's racial and ethnic diversity and the salaries of its graduates, with too much diversity being as undesirable as too little diversity. It does not assume that the benefits to diversity are necessarily academic but may be another set of skills--a "cosmopolitan" skill set--that employers value. Using the Bachelor & Beyond Database (BB: 93), U.S. News Rankings, and the College Board's Annual survey of colleges, the empirical work looks at 8,054 college graduates from 466 colleges. The empirical work uses three models: Ordinary Least Square with Controls, Hierarchical Linear Modeling, and Propensity Score Matching. All models control for both individual and institutional variables the literature has found to impact salaries of college graduates. The three models use two continuous variables as the variables of interest in terms of institutional diversity--percent Black and percent minority--as well as dummy variables for percent Black and percent minority. The findings were modest but consistent across the models, suggesting first that there is a parabolic effect and that modest racial and ethnic institutional diversity is beneficial to White graduates but has no benefit to Hispanic or Black graduates. The benefits in terms of percent increase of earnings for White students ranged from 4.6% using an OLS model for students at non-selective institutions to 10.5% percent increase in earnings for White graduates of more diverse institutions using the propensity score matching model at selective institutions. The findings suggest that for individual White students, there is an economic benefit to attending a slightly more diverse institution, but not for minorities, who should simply attend the most selective institution to which they are admitted. For institutions, it suggests that if their goal is to maximize earnings of their graduates, they should build a diverse cohort of students. For policymakers, the findings suggest that eliminating Affirmative Action may penalize White students more than any other racial or ethnic group. [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.]
ED551618
Does Diversity Matter?: Evidence from the Relationship between an Institution's Diversity and the Salaries of Its Graduates
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-2678-0321-4
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546584
2015
As Provided
JAN2020
No
Environmental Education
Case Studies
Preschool Education
Recreational Facilities
Preschool Children
Educational Practices
Semi Structured Interviews
Observation
Administrators
Preschool Curriculum
Educational Objectives
Goal Orientation
Child Development
Childhood Needs
Developmentally Appropriate Practices
Teacher Education
Bailie, Patti Ensel
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
Environmental degradation, childhood obesity, and aggression of youth are societal problems that appear unconnected. However, their cause (and possible solution) may be linked to a common experience--the amount and quality of time spent in the natural world. Environment based education, significant life experience research, and studies involving urban youth and green spaces have shown that children's experiences in the natural world have a positive effect on their attitudes, behaviors, and environmental awareness. Nature center based preschools are one approach for connecting children and nature, but little is known about the quality and consistency of their practices. This study explored program practices at preschools located at or operated by American nature centers. The purpose of this qualitative multiple case study was to describe how these preschools integrate child development and environmental goals in teaching young children. Data collection included semi-structured interviews with eight nature preschool directors, observations of their classes, and review of their documents. Data were analyzed within case and across cases to better understand how the preschool directors create and implement curriculum and to find similarities and differences among the programs. A major finding of this study suggests that the combination of early childhood education and environmental education is more powerful together than each by itself. Nature preschool goals address both the developmental needs of young children and their biophilic tendency to focus on the natural world. High quality practices for nature preschools emerged, suggesting that a nature-focused curriculum can include both developmentally appropriate practices and environmental literacy and learning, but staff education and training is crucial for providing an excellent program. No professional standards exist today for nature preschools. Recommendations include developing quality standards for nature preschools and establishing an association or network for early childhood environmental educators. [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.]
ED551619
Connecting Children to Nature: A Multiple Case Study of Nature Center Preschools
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-0337-5
299
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546594
2015
As Provided
JAN2020
No
Hispanic American Students
Longitudinal Studies
Qualitative Research
Case Studies
High School Seniors
Decision Making
Academic Aspiration
Occupational Aspiration
Career Choice
Interviews
Student Attitudes
Family Influence
Knowledge Level
Postsecondary Education
Goal Orientation
Brown, Neel A.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
High Schools
Secondary Education
Postsecondary Education
While the growth of the Hispanic population in the United States is outpacing other ethnicities, college enrollment and graduation rates of Hispanic students continue to lag behind other groups. This longitudinal, qualitative case study explored when, how, and why a sample of Hispanic high school seniors at a large high school in North Central Texas made decisions regarding their postsecondary educational and career choices. The foundation of this research relied on a series of 39 individual interviews with 13 Hispanic high school students over the course of their 2012 senior year. Analysis of the data uncovered themes regarding family influence, institutional influence, vague college knowledge, and the evolution of the students' postsecondary decisions. The students spoke in-depth about the factors that influenced their dreams, goals, and decisions. The study provides recommendations to K-16 school administrators, policymakers, teachers, parents, students, and other researchers. Included are recommendations for further research. [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.]
ED551620
Gaining Insight into Hispanic Students' Postsecondary Plans
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-0338-2
144
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546595
2015
As Provided
JAN2020
No
Web 2.0 Technologies
Semantics
Web Sites
Internet
Information Technology
Situational Tests
Evaluation Methods
Accuracy
Bayesian Statistics
Probability
Dinkel, Stephen C.
Dissertations/Theses - Doctoral Dissertations
English
Accurate situational assessment is key to any decision maker and especially crucial in military command and control, air traffic control, and complex system decision making. Endsley described three dependent levels of situational awareness, (1) perception, (2) understanding, and (3) projection. This research was focused on Endsley's second-level situational awareness (understanding) as it applies to service-oriented information technology environments in the context of the Semantic Web. Specifically, this research addressed the problem of developing accurate situational assessments related to the status or health of information technology (IT) services, especially composite, dynamic IT services, when some of Endsley's first level (perceived) information was inaccurate or incomplete. Research had not adequately addressed the problem of how to work with inaccuracy and situational awareness information in order to produce accurate situational assessments for Semantic Web services. This problem becomes especially important as the current Web moves towards a Semantic Web where information technology is expected to be represented and processed by machines. Costa's probabilistic Web ontology language (PR-OWL), as extended by Carvalho (PR-OWL2), is a framework for storage of and reasoning with uncertainty information as part of the Semantic Web. This study used Costa's PR-OWL framework, as extended by Carvalho, to build an ontology that supports reasoning with service-oriented information in the context of the Semantic Web and then assessed the effectiveness of the developed ontology through the use of competency questions, as described by Gruninger and Fox and verified through the use of an automated reasoner. This research resulted in a Web Ontology Language for Services (OWL-S), PR-OWL2 based ontology, and its associated Multi-Entity Bayesian Network which are flexible and highly effective in calculating situational assessments through the propagation of posterior probabilities using Bayesian logic. Specifically, this research (1) identifies sufficient information required for effective situational awareness reasoning, (2) specifies the predicates and semantics necessary to represent service components and dependencies, (3) applies Multi-Entity Bayesian Network to reason with situational awareness information, (4) ensures the correctness and consistency of the situational awareness ontology, and (5) accurately estimates posterior probabilities consistent with situational awareness information. [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.]
ED551621
Uncertainty Reasoning for Service-Based Situational Awareness Information on the Semantic Web
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2678-0352-8
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546606
2015
As Provided
JAN2020
No
Basic Skills
Budgets
Retrenchment
Career Education
Technical Education
Mixed Methods Research
Suburban Schools
Community Colleges
Ethnography
Ray, Thomas P.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This mixed methods study examined the relative position of basic skills programs with transfer and career technical programs in a large suburban community college in California during the three-year period of budget reductions from 2009-2010 through 2011-2012. The budget line dedicated to part-time or non-contract instruction was analyzed along with supporting documents such as planning committee minutes and program review data. Knowledge of the budget data and the reduction strategies employed helped to establish a picture of the state of basic skills and the institution's disposition toward them. The budget data proved to be an inadequate tool to measure investment in the basic skills in that it did not consider resources other than instruction. Four faculty members and administrators integral to the instructional budget decision-making process during the period of reductions were interviewed. An institutional ethnography approach was used for the selection and recruitment of interview participants and the interviews. The combination of the interview and budget findings informed the conclusions of the study. The study revealed that at this one college, the institution's disposition toward the basic skills remained relatively unchanged to that of career technical education and transfer during the three-year period. The study also revealed that a complete picture of the impact of the budget reductions on basic skills programming and outcomes could not be determined without expanding the study beyond instruction. The challenge of finding and interpreting data and the complex interdependence of resources internal and external to the college made data-driven decision-making difficult for this college. [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.]
ED551622
The Philosopher's Stone: How Basic Skills Programs Fare in Troubled Financial Times
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-0347-4
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546602
2015
As Provided
JAN2020
No
Dormitories
Undergraduate Students
Student Attitudes
Educational Attainment
Parent Background
Ethnicity
Gender Differences
Role
Measures (Individuals)
Correlation
College Graduates
Lawrie, Joshua D.
Dissertations/Theses - Doctoral Dissertations
University Residence Environment Scales
University Residence Environment Scales
English
Higher Education
Postsecondary Education
The current study sought to examine the impact parental educational attainment had on how students perceived their residence hall environment. This multi-campus study utilized the University Residence Environment Scale, along with a demographic form to gather data. The study occurred on three campuses during the Spring 2012 semester and had 347 participants. The findings suggest there were no differences in how parental educational attainment impacted participants' perspectives of the residence hall. Parental educational attainment was a significant factor when coded only as two options (i.e. college degree, no college degree). Additional results were that gender and ethnicity played a role in how students perceived their residence halls. [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.]
ED551623
Examining the Impact Parental Educational Attainment Has on Students' Perceptions of Residence Hall Living
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2012-00-00
978-1-2678-7245-6
107
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550251
2015
As Provided
JAN2020
No
Cognitive Processes
Profiles
Children
Adolescents
Low Achievement
Intelligence Quotient
Underachievement
Oral Reading
Accuracy
Comparative Analysis
Cognitive Tests
Phonological Awareness
Naming
Memory
Auditory Perception
Visual Perception
Reading Difficulties
Van Santen, Frank W.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
The purpose of this study was to compare the cognitive processing profiles of school-age children (ages 7 to 17) who met criteria for underachievement in oral reading accuracy based on three different methods: 1) use of a regression-based IQ-achievement discrepancy only (REGonly), 2) use of a low-achievement cutoff only (LAonly), and 3) use of a dual-discrepancy method requiring children to meet both IQ-achievement and low-achievement criteria (DUAL). Children who were normally achieving (NA) were also included in this study. Thus, four groups of children were compared. For the purposes of this study, a reading accuracy composite was created that included measures of single word reading, nonword reading, and contextual reading accuracy. In order to determine whether there are differences between the children identified as underachieving using these methods, the standardized IQ, reading, and cognitive processing test scores of over three hundred children evaluated at the Northwestern University Speech, Language, and Learning Clinic were reviewed. Cognitive processing tests included measures of processes directly related to reading (i.e., phonological awareness (PA), rapid automatic naming (RAN)), and processes indirectly related to reading (i.e., auditory memory (AM), and visual processing speed (VPS)). Of the four groups, results indicated that children who have a DUAL discrepancy demonstrated below average oral reading accuracy and processing in areas directly related to reading (PA, RAN) that were significantly weaker than their indirectly related processing (AM, VPS). In other words, they demonstrated deficits specifically related to reading while other processes were intact. Their overall processing profiles were also significantly different from the NA children, who demonstrated average range reading and similar direct and indirect processing. The REGonly children also had average range reading but had a processing profile that was similar to the DUAL group. The LAonly children had below average reading and a processing profile that was similar to, but weaker than that of the NA children. These results suggest that the use of a combined low-achievement criterion and a regression-based IQ-achievement discrepancy will identify children whose reading is significantly weaker than NA children and who have cognitive processing weaknesses that are specific to reading. [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.]
ED551624
Cognitive Processing Profiles of School-Age Children Who Meet Low-Achievement, IQ-Discrepancy, or Dual Criteria for Underachievement in Oral Reading Accuracy
ProQuest LLC
Ph.D. Dissertation, Northwestern University
2012-00-00
978-1-2678-3010-4
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547886
2015
As Provided
JAN2020
No
Higher Education
Undergraduate Students
Mixed Methods Research
Field Experience Programs
Pretests Posttests
Interviews
Questionnaires
Group Unity
Malcarne, Brian Keith
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to gain understanding into the experience of group cohesion for university students participating in an academic field experience. A mixed methods approach was used following a two-phase, sequential research design to help provide a more complete explanation of how group cohesion was impacted by the field experience. The sample consisted of 112 undergraduate students involved in a 3-day academic field experience. The initial quantitative phase gathered pre- and post-test data on group cohesion using the Group Environment Questionnaire (GEQ) modified for an academic context. Findings demonstrated significant positive change in the domain of social cohesion. The follow-up qualitative phase used dyadic interviews to explore participants' experiences with social cohesion and to identify attributes of the field experience contributing to the development of social cohesion. [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.]
ED551625
Exploring Group Cohesion in a Higher Education Field Experience
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-7265-4
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550260
2015
As Provided
JAN2020
No
Middle School Students
High School Students
Reading Comprehension
Student Motivation
Printed Materials
Electronic Publishing
Books
Private Schools
Pretests Posttests
Control Groups
Experimental Groups
Reading Tests
Quasiexperimental Design
Questionnaires
Student Surveys
Statistical Analysis
Wells, Casey L.
Dissertations/Theses - Doctoral Dissertations
North Carolina
Gates MacGinitie Reading Tests
Motivations for Reading Questionnaire
North Carolina
Gates MacGinitie Reading Tests
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used passages from text read on tablets while half utilized traditional print text passages. Data was collected during one class period in which the reading comprehension section of the Gates-MacGinitie Reading Tests®, a 35 minute test containing 48 questions, was administered. Reading comprehension data was analyzed using an independent t-test. The effect of electronic books on the reading motivation of middle and high school students was examined using a quasi-experimental pretest-posttest control-group design. All students from the Reading Comprehension testing took the initial Motivations for Reading Questionnaire, a 15-20 minute survey containing 53 questions, on day two. A posttest MRQ was administered in which 27 participants completed the MRQ after reading a book excerpt in paper form, and 27 participants completed the MRQ after reading the same excerpt in electronic form. Reading motivation data was analyzed using a MANOVA. Results demonstrated no significant differences in either reading comprehension or motivation levels based on book format. [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.]
ED551626
Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2678-0368-9
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546613
2015
As Provided
JAN2020
No
Writing (Composition)
Accuracy
Writing Tests
Writing Evaluation
Difficulty Level
Predictor Variables
High Stakes Tests
Curriculum Based Assessment
Elementary School Students
Grade 5
Rural Schools
Correlation
Statistical Analysis
Path Analysis
Gender Differences
Expository Writing
Prompting
Writing Achievement
Readability
Scores
Multivariate Analysis
Edman, Ellie Whitner
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
The advent of No Child Left Behind led to increased teacher accountability for student performance and placed strict sanctions in place for failure to meet a certain level of performance each year. With instructional time at a premium, it is imperative that educators have brief academic assessments that accurately predict performance on high-stakes state assessments. Curriculum-based measurement (CBM) is a widely used type of assessment that can be used for benchmarking and progress monitoring. The majority of research about CBM is focused on reading, so additional research on CBM in written expression (CBM-WE) is warranted. This study examined the predictive power of brief measures of writing accuracy (CBM-WE metrics Correct Word Sequences [CWS] and Correct minus Incorrect Word Sequences [CIWS]) and writing complexity (Flesch-Kincaid Grade Level readability index) with respect to the PSSA Writing assessment. Other factors in PSSA Writing score prediction included type of writing prompt (expository or narrative), length of sample (three or five minutes), and time of year (fall or winter). Demographic variables of sex and resource availability were also considered. Archival data were collected from one elementary school in a rural district in the northeastern United States that conducted universal screenings of writing. The sample consisted of 196 students in fifth grade receiving regular education. Data were analyzed by Pearson correlation, MANOVA, ANOVA, mixed between-within subjects ANOVA, and path analysis. The main conclusions of the study were, (1) female participants performed significantly than males higher on CBM-WE metrics, (2) resource availability was not a significant factor in performance on any writing measure, (3) participants performed significantly higher when given expository prompts, (4) 5-minute expository CBM-WE measures were highest correlated with PSSA Writing performance and should be considered in combination with the indirect effect of sex mediated by CBM-WE score, and (5) F-K Grade Level readability scores are not significantly positively correlated with PSSA Writing scores and should not be used as a predictor of high-stakes writing assessment scores. [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.]
ED551627
Exploring Writing Accuracy and Writing Complexity as Predictors of High-Stakes State Assessments
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0444-0
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546615
2015
As Provided
JAN2020
No
Metacognition
Reading Strategies
Grade 5
Elementary School Students
Rural Schools
Reading Achievement
Reading Tests
Correlation
Interviews
Reading Comprehension
Keck, Dana Ann
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Students who have the ability of working through text, while at the same time comprehending what they read, increase the likelihood of school success and lifelong learning (Johnson, 2006). In primary grades, teachers understand that students are learning how to read and in intermediate grades, students are reading to learn new knowledge about a particular content area (Jacobs, 2006). Students who have mastered and internalized reading strategies may comprehend the content (Schoenbach et al., 1999), whereas, students who have not mastered and internalized reading strategies may struggle with decoding text and comprehending text content (Guthrie & Davis, 2003). Students require a continuation of reading instruction in order to be strategic readers and learners. This study examined metacognitive reading awareness and usage of fifth-grade students from a rural school district in Northwestern Pennsylvania. Students voluntarily participated by completing the Metacognitive Strategy Index (MSI). The MSI was evaluated to determine where fifth-grade students are in their development of metacognitive usage. Further, the study focused on how students' awareness and usage of metacognitive strategies correlated with their academic achievement on the PSSA reading test. Of the participants, 7% were interviewed to gain further insight into students' awareness and use of metacognitive strategies. Students' MSI responses along with interview data were correlated with PSSA reading achievement. Data were analyzed using SPSS. Study participants' frequency of data collected from the MSI revealed no significance in their perception of reading comprehension strategy use. Additional data analysis correlated MSI data with PSSA reading total score and level of proficiency. The data indicate there is a significant relationship between background knowledge and PSSA total reading score. In a review of the qualitative data obtained through interviews, study participants having a higher level of proficiency as determined by PSSA scores tended to give more detailed responses, indicating that they were using more metacognitive reading comprehension strategies. Recommendations address promoting literacy curriculum focusing on metacognitive reading strategies versus literacy instruction mainly focusing on knowledge and skills, and examining current teacher knowledge of metacognitive reading strategy instruction. [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.]
ED551628
Metacognition and Learning to Read: An Examination of the Metacognitive Strategies Fifth Grade Students Use Before, During, and after Reading
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0977-3
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546838
2015
As Provided
JAN2020
No
Adolescents
Females
Self Concept
Electronic Publishing
Web Sites
Self Expression
Writing (Composition)
Personal Narratives
Discourse Analysis
Hogan, Kattie
Dissertations/Theses - Doctoral Dissertations
English
For young woman, the issue of self-expression is important to consider because there are many contexts where their voices and experiences are discounted, silenced, and suppressed. Venues for self-expression can provide a way for those voices and experiences that have been ignored in classrooms and other social outlets to be recognized. This research study explored the ways four girls between the ages of 16-19 used blogging to construct meaning of their experiences and negotiate their identities through a wide range of literary practices including nonfiction and fiction writing, photographs, self-created drawings, and other materials. Writing in these blogs girls moved between front stage, public performances and back stage performances, making strategic decisions regarding how they presented themselves to their audience. Contained within their artifacts are portrayals of self, continuously shaped and reshaped through on-going literacy practices. This research specifically explored the ways online narratives, posted in blogs, allow girls to construct identities and negotiate understandings of self between front stage and back stage identities. The girls' movement between the two regions highlights the ways they take up or resist messages from their larger social and cultural Discourse communities. Narrative and discourse analysis were used to analyze the data. Narrative analysis provided the framework for understanding individual stories as well as the larger stories that surfaced in the reoccurring themes presented by each girl. Discourse analysis, provided a lens from which to understand the various social groups in which the girls were members. I came to understand how girls represented and negotiated their lives through specific words, phrases, and images. As I read the blog entries, I gained insights into various aspects of the girls' identity as they constructed and shared their experiences within the blog and across other data sources. Implications for this study center on the use of literature and creating discussion spaces for girls to open up and share their emerging understandings of self. Examining the ways girls used blogging recognizes that digital environments are shifting the ways narratives are constructed and negotiated, offering new ways for girls to articulate and share their experiences. [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.]
ED551629
Narratives of Possibility: Adolescent Girls Constructing and Negotiating Front and Back Stage Identities through Blogs
ProQuest LLC
Ed.D. Dissertation, Wayne State University
2012-00-00
978-1-2678-1577-4
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547134
2015
As Provided
JAN2020
No
College Readiness
Career Readiness
Urban Schools
High Schools
High School Students
Grade Point Average
Difficulty Level
College Entrance Examinations
First Generation College Students
Minority Group Students
College Bound Students
Honors Curriculum
Advanced Placement
Comparative Analysis
Conventional Instruction
Demography
College Preparation
Experimental Curriculum
Day, Sandra K.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
ACT Assessment
ACT Assessment
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average, rigorous curriculum, and ACT scores are universally accepted predictors of college and career readiness and were the yardsticks used in this study. Dependent and independent t-tests were used to determine the significance of the difference between the student cohorts who graduated from a midwest urban high school within four years of beginning high school. Each of the 60 students met the educational and demographic profile for the typical AVID student, including those whose grade point average is between 2.0-3.5, are average test takers, and have college potential with support as well as desire and determination. In addition, this profile includes students who would be the first in their family to attend college and/or students of minority or poverty background. Overall findings indicate that the 30 students in the AVID program were significantly more successful in completing both honors' courses ( t(58) = 13.23, p = <0.01 (two-tailed), d = 3.42 ) and Advanced Placement (AP) courses (t(58) = 9.61, p = <0.01 (two-tailed), d = 2.19) over the span of their high school career. Similar significance was found in the comparison of composite ACT test scores (t(58) = 4.69, p = <0.01 (two-tailed), d = 1.22). In the area of GPA, AVID students' comparison from grade nine to twelve was not overall significantly higher. However, AVID students' grade twelve GPA was higher than grade twelve TAP students' (t(58) = 2.37, p = 0.02 (two-tailed), d = 0.63). Overall, the report indicates that students who participated in the AVID program demonstrated higher scores in the college/career readiness indicators examined. This finding has implications for schools across the country. [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.]
ED551630
Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-0468-6
161
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546621
2015
As Provided
JAN2020
No
Response to Intervention
Case Studies
Student Teacher Attitudes
Program Implementation
Knowledge Level
General Education
Ryan, Eileen Maloney
Dissertations/Theses - Doctoral Dissertations
English
Grade 2
Grade 3
This descriptive case study explored the viewpoints of general education teachers implementing Response to Intervention (RTI). The research question addressed the knowledge and perceptions of the classroom teachers concerning RTI. Participants, 14 second and third grade teachers, participated in interviews near the end of their third year of implementation of RTI. The data were analyzed; codes were assigned, reduced, and reassigned. Ten themes surfaced from the data. Two of the themes addressed the knowledge of RTI held by the participants and discussed how the participants explain RTI and its purpose. Eight of the themes addressed the perceptions of the classroom teachers. The first four of these themes discussed the impact on the teachers themselves, and the remaining four spoke to the impact on the students. Two central categories embodied the ten themes. The central categories spoke to the intent of the teachers to attend to the needs of the individual student and the reliance teachers have on each other. [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.]
ED551631
General Education Teachers' Viewpoints Concerning Response to Intervention
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2011-00-00
978-1-2678-6810-7
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549970
2015
As Provided
JAN2020
No
Autism
Ethnography
Parents
Children
Urban Areas
Parent Role
Child Rearing
Social Support Groups
Advocacy
Activism
Clinical Diagnosis
Coping
Early Intervention
Interpersonal Relationship
Environmental Influences
Human Body
Barriers
Access to Education
Access to Health Care
de Wolfe, Juliette
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
This ethnography documents the everyday experiences of the parents of children diagnosed with autism with whom I conducted fieldwork from April 2010 through September 2011. It describes the daily activities of self proclaimed "autism parents" living in Queens, New York, who tirelessly campaign for their children's medical, educational, and social needs. The parents described are all members of a local support group, and together, they engage in practices of self-education, advocacy, and activism. By recounting parents' stories, this ethnography demonstrates the difficulties of the early moments of becoming an autism parent: the official diagnosis, receiving Early Intervention services, and navigating relationships with friends, family and loved ones. Through descriptive fieldnotes from the 18-month study, it also interrogates the uniqueness of parents' circumstances as they are shaped by their children's bodies and their own bodies, and urges the reader to think about the peculiarities of bodies and the particularities of the situations in which they find themselves. Furthermore this ethnography traces the navigational obstacles parents face as they work to secure educational and medical services for their children. Finally, the project examines the educative practices that parents engage in as they learn from each other, tell their stories to others, and work to express their experiences with autism to the world. The content presented in each chapter works to answer the question, "how does one become and be an autism parent?" by demonstrating that the paths of autism parenthood are multiple, varied, and textured--each a unique autism experience. [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.]
ED551632
Parents Speak: An Ethnographic Study of Autism Parents
ProQuest LLC
Ph.D. Dissertation, Columbia University
2012-00-00
978-1-2678-0592-8
235
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546693
2015
As Provided
JAN2020
No
Middle School Students
Physical Education
Physical Education Teachers
Computer Oriented Programs
Teaching Methods
Self Determination
Motivation
Telecommunications
Technology Uses in Education
Food
Eating Habits
Health Behavior
Physical Activity Level
Pretests Posttests
Self Esteem
Dietetics
Program Effectiveness
Inservice Teacher Education
Surveys
Parent Education
Family Influence
Social Support Groups
Nutrition
Watterson, Tom
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Adult Education
Finding ways to improve nutritional and physical activity components with today's adolescents is a significant problem. The obesity epidemic is over 10 years old and little research has been done on successful interventions that motivate today's students using the latest technology. A total of 140 middle school students and four physical education teachers participated in a 4-week study using a newly created application (AFIT app) for supplemental teaching in and out of the classroom. Combining a theoretical framework of Self-Determination and motivating strategies implored in today's mobile technology, significance was found using the PACE (2001) instrument in fruits and vegetable and physical activity psychosocial behaviors. The pretest to posttest for fruits and vegetables revealed a decrease in confidence for behaviors that support meeting recommended daily requirements in eating fruits and vegetables. The pretest to posttest for physical activity highlighted an increase in supporting behaviors for meeting the daily physical activity requirements, and an increase in friend support for meeting those daily physical activity requirements. Intrinsic and extrinsic motivators were incorporated in the app design and the tenets of autonomy, competence, and relatedness were used as adolescent motivators. At the end of the 4-week study, benefits and obstacles were also noted for both teachers and students with recommendations to increase teachers' in-services with regard to the latest technology and troubleshooting procedures. A home survey highlighted the need for more adult education in the household and stressed the importance of family support in both fruits and vegetables and physical activity behaviors. [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.]
ED551633
Changes in Attitudes and Behaviors toward Physical Activity, Nutrition, and Social Support for Middle School Students Using the AFIT App as a Supplement to Instruction in a Physical Education Class
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-0635-2
166
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546714
2015
As Provided
JAN2020
No
Community Colleges
Online Courses
Academic Achievement
Rural Schools
Predictor Variables
Hierarchical Linear Modeling
Outcomes of Education
Correlation
Teaching Methods
Peer Relationship
Grades (Scholastic)
Capacity Building
Academic Persistence
Mager, Marlowe Geoffrey
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study was to identify instructor behaviors that lead to positive student outcomes in online courses. The study investigated the relationship between 12 predictive variables and three measures of student success (assignment grade, course grade, and student retention) in online courses. Archived online courses at a rural community college were analyzed for the presence of the predictive variables, with each variable counted within the course and within each course activity completed by each student. Outcome variables were determined through the college's data warehouse and the online courses' gradebooks. Hierarchical linear modeling was used to analyze the predictive value of each predictive variable as it relates to the three outcome measures; the fourth was described in terms of correlations. Student-student interaction and immediacy were significant predictors of all three outcome variables, while other variables were inconsistent across outcomes or were not statistically significant predictors. Course grade was positively correlated with student-student interaction, student formative behaviors, and immediacy. It was negatively correlated with building student capacity. Assignment grade was positively correlated with student-student interaction, student-teacher interaction, student formative behavior, immediacy, and varied teaching activities. It was negatively correlated with number of formative activities in the course and preprogrammed instructor communication. Student retention was positively correlated with student-student interaction and immediacy. Possible explanations for these findings are discussed in relationship to the literature. Recommendations for future research and online instructional practice are suggested. [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.]
ED551634
Relationship between Pedagogic and Course Factors and Student Outcomes in Community College Online Courses
ProQuest LLC
Ed.D. Dissertation, Western Carolina University
2012-00-00
978-1-2678-04846
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546627
2015
As Provided
JAN2020
No
Mentors
Beginning Teacher Induction
Beginning Teachers
Program Effectiveness
Self Efficacy
Teacher Surveys
Comparative Analysis
Teacher Attitudes
Statistical Analysis
Elementary Secondary Education
Ackermann, John M.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Elementary Secondary Education
This study examined the effects of mentoring and induction programs on the self-efficacy beliefs of novice teachers. As school districts in Pennsylvania attempt to maintain highly qualified staff in all curricular areas, supporting newly hired teachers is at the forefront of educational policy in the United States. Beyond training novice teachers, school districts must also maintain appropriate staffing levels. Teacher attrition is a significant problem where large numbers of teachers depart long before retirement (Ingersoll, 2001). The statistics on teacher attrition presented by the National Commission on Teaching and America's Future (2007) indicate teacher turnover is a significant problem. The importance of training and keeping new teachers is why researchers indicate the need for programs that foster teacher learning and growth (Feiman-Nemser, 2003). This study surveyed newly hired teachers in Pennsylvania who participated in an induction program. Participants included male and female teachers from urban, suburban, and rural school districts with one, two, or three years of teaching experience. Comparisons were made between teachers who were assigned a mentor, with those who were not. Statistical data revealed a significant difference in the self-efficacy beliefs of novice teachers with a favorable view of induction compared to those with an unfavorable view of their induction program experience. Furthermore, in a comparison of novice teachers in the sample who stayed in the same teaching assignment with those who moved to a different school, the data revealed an almost significant relationship when comparing novice teacher ratings of their mentoring experience. Data from the survey also revealed that gender, school location, and years of teaching experience did not reveal any statistically significant differences when comparing novice teacher attitudes toward mentoring and induction programs. The results of this study also showed that the self-efficacy beliefs of novice teachers were not significantly influenced in either a positive or negative way by their relationship with their mentor. Novice teachers who participated in the survey did indicate however that their mentor provided them with useful information. This quantitative study did concur with research on the positive effects of novice teacher participation in induction and mentoring programs. [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.]
ED551635
A Descriptive Study of the Effects of Mentoring and Induction Programs on Novice Teacher Self-Efficacy Beliefs
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0608-6
105
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546697
2015
As Provided
JAN2020
No
At Risk Students
Grade 1
Elementary School Students
Reading Achievement
Grade 3
Reading Programs
Intervention
Grade 2
Achievement Gap
Kindergarten
Scores
Reading Tests
Standardized Tests
Reading Comprehension
Reading Skills
Program Effectiveness
Reading Failure
Reading Instruction
Harley, Anne J.
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 3
Grade 2
Kindergarten
The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second grade, regardless of the various strengths and challenges each individual child brings to school. Therefore, it is imperative that the chosen interventions truly do close the achievement gap and that the results sustain over time. This study may offer insight into the best use of available funding for at-risk readers in the primary grades. This study had one independent variable: students eligible to receive Reading Recovery (n = 24) as first graders in 2008-2009 and completed kindergarten through third grade in Title I schools in the research district. The dependent measures of this study were the students' 2010-2011 scores in third grade district reading comprehension assessments, state reading comprehension assessments, and Terra Nova reading assessments. [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.]
ED551636
The Sustainability of Reading Recovery Intervention on Reading Achievement of Students Identified as At-Risk for Early Reading Failure
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-0553-9
99
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546668
2015
As Provided
JAN2020
No
Behavior Modification
Racial Differences
Disproportionate Representation
Emotional Disturbances
Elementary Schools
Student Records
Socioeconomic Status
Gender Differences
Ethnic Groups
Age Differences
Special Education
Scores
Statistical Analysis
Eligibility
Predictor Variables
Regression (Statistics)
Minority Group Students
Educational Environment
Suburban Schools
Comparative Analysis
Multivariate Analysis
Porter, Jodi Abraham
Dissertations/Theses - Doctoral Dissertations
United States (Mid Atlantic States)
English
Elementary Education
This research project investigated the possibility of School-Wide Positive Behavior Support (SWPBS) as a way to address racial/ethnic disproportionality in the Emotional Disturbance (ED) category. The sample consisted of 114 elementary schools from a suburban school district in the Mid-Atlantic region. There were 57 SWPBS schools and 57 non-SWPBS schools. SWPBS and non-SWPBS schools were matched on four demographic factors--student enrollment, ethnicity, free and reduced lunch, and English proficiency. Archival data collected included ED eligibility data segregated by student sex, race/ethnicity, and grade. Each student's number of special education service hours was also collected. Scores from the School-Wide Evaluation Tool (SET; Horner et al., 2001) and Benchmarks of Quality (BoQ; Kincaid et al., 2005) were used to determine if fidelity of SWPBS implementation influences outcomes. The statistical procedures used to analyze the data included a within group analysis of variance (ANOVA), a within group multivariate analysis of variance (MANOVA), a within group factorial ANOVA, and simple linear regression. Results suggested there were no differences between SWPBS and non-SWPBS schools with respect to number of ED eligibilities, student sex, race/ethnicity, or grade. There were more students with ED who were White and male; male students from all race/ethnic groups outnumbered students who were female. SWPBS status did not impact disproportionality. Also, there were no differences between schools' SWPBS status, students' race/ethnicity, and restrictiveness in placement. SWPBS implementation, as measured by the BoQ, was not a good predictor of ED eligibility, restrictiveness in placement, or disproportionality. When specific SWPBS features found on the BoQ were examined, there were eight significant regression models. However, results are questionable because small sample size made the disproportionality ratios unstable. The results of this study are to be considered in light of several threats to validity that can impact how outcomes can be generalized to the target population. Internal threats such as selection and statistical regression are possible as are external threats such as population validity, multiple-treatment interference, and measurement of the dependent variable. Nonetheless, this study includes implications for how results relate to the practice of school psychology and areas for future research. [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.]
ED551637
School-Wide Positive Behavior Support: Can It Help Address the Problem of Disproportionate Minority Representation in the Emotional Disturbance Disability Category?
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0494-5
192
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546633
2015
As Provided
JAN2020
No
Referral
Information Dissemination
Hospitality Occupations
Consumer Economics
Discourse Analysis
Statistical Analysis
Structural Equation Models
Beliefs
Attitudes
Intention
Online Surveys
Undergraduate Students
Van Loon, Gerald
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to examine the extent to which the message structure of an online word-of-mouth referral influences the booking intentions of lodging consumers. The objectives were (1) determine what elements of the message structure of an online word-of-mouth referral influenced the booking intention of lodging consumers and (2) determine whether message structure moderated the relationships between beliefs, attitudes, norms, and booking intentions of online lodging consumers. A Web-based survey instrument was administered to 158 undergraduate students from eight different hospitality management course sections. Each course section was exposed to one of eight conditions. To address the first objective of the study, two separate two-way ANOVA procedures were employed to determine the main and interaction effects of type of claim (positive versus negative) and type of conclusion (implicit versus explicit) within one-sided messages and type of claim (positive claim first versus negative claim first) and type of conclusion (implicit versus explicit) within two-sided messages, the third element of the message structure examined was type of conclusion (explicit vs. implicit). To address the second objective, structural equation modeling (SEM) was used to determine whether message structure moderated the relationships between beliefs, attitudes, norms, and booking intentions of online lodging consumers. The findings from the ANOVA indicated there was a significant main effect for positive one-sided messages. Respondents that received only positive online word-of-mouth messages had significantly higher booking intention scores ( M = 3.84, SD = 1.57) than respondents that received only negative online word-of-mouth messages (M = 2.63, SD = 1.61; F (1, 75) = 10.67, p = 0.002). There was no significant interaction for type of claim and type of conclusion within the one-sided condition, F (1, 75) = 0.66, p = 0.419.The findings from SEM analysis indicate sidedness would moderate the relationship between beliefs, attitudes, norms, and booking intentions of online lodging consumers. Specifically, the relationship between behavioral beliefs and normative beliefs was stronger in the sample of respondents exposed to the one-sided message (ß = 0.52, p = 0.002) than in the sample of respondents exposed to the two-sided message (ß = 0.31, p = 0.011). This study suggests that lodging companies could benefit from a human-centered approach to understanding online word-of-mouth message structure and thereby consumer information behavior. [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.]
ED551638
Toward an Understanding of Online Word-of-Mouth Message Content and the Booking Intentions of Lodging Consumers
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2678-0601-7
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546694
2015
As Provided
JAN2020
No
Access to Information
Scholarship
Research
College Faculty
Researchers
Librarians
Publishing Industry
Administrators
Administrator Attitudes
Surveys
Academic Libraries
Qualitative Research
Reinsfelder, Thomas L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This quantitative study investigated the interrelationships among faculty researchers, publishers, librarians, and academic administrators when dealing with the open access of scholarly research. This study sought to identify the nature of any relationship between the perceived attitudes and actions of academic administrators and an institution's commitment to open access as reported by library directors. A survey research design was used to collect data based on perceptions of library directors at four year colleges and universities in the United States. Results of this study show that as academic administrator attention to open access increases so do the open access activities of faculty and librarians. Information presented may benefit members in each stakeholder group by allowing them to better position their organizations for future success in a complex environment. This study may also benefit advocates of open access who wish to expand services and other initiatives that encourage the greater accessibility of scholarly work. [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.]
ED551639
Academic Administrator Influence on Institutional Commitment to Open Access of Scholarly Research
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0614-7
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546701
2015
As Provided
JAN2020
No
Hispanic American Students
Two Year College Students
Community Colleges
Student Attitudes
Student College Relationship
Qualitative Research
Focus Groups
Interviews
Photography
Visual Aids
College Environment
Student Experience
Przymus, Elizabeth R.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Two Year Colleges
Higher Education
Postsecondary Education
American community colleges are providing access to a growing number of Latino students entering postsecondary education. In fact, 51% of all Latinos in higher education today are enrolled in our nation's community colleges. Yet, Latino community college students have some of the lowest retention and graduation rates, despite their increased participation in these institutions. This study explored Latino students' perceptions of belonging at a community college in the Midwest. Qualitative methods were utilized in the research including focus group interviews, photo elicitation, and individual interviews. The findings revealed that some Latino students appeared to develop a clear sense of belonging, while others encountered personal and institutional barriers that impeded the development of a sense of belonging/connectedness to the college. The data showed that several environmental aspects made Latino students feel welcomed and comfortable, including the faculty and staff members, a small college atmosphere, an emphasis on personalized attention, and friendships with fellow students. There was also strong evidence indicating that having the "college experience" helped promote a sense of belonging. For a few participants who were involved on-campus, the sense of membership they experienced made them feel a part of something and that they belonged. There were mixed findings about the groups with which Latino students associated and how this impacted their experiences. Finally, having knowledge about college and being recognized for achievements in college were conditions that contributed to participants' comfort level, self-confidence, and happiness. Such conditions appeared to support the development of a sense of belonging for Latino students. Findings from the study may expand researchers' and practitioners' knowledge of the varied ways that Latino students develop (or fail to develop) a sense of belonging at a community college. Important implications exist for community college faculty and staff, as well as for educational leaders at both two- and four-year institutions who are concerned with the retention, graduation, and transfer rates of Latino community college students. Recommendations for practice and for future research are provided. [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.]
ED551640
Perceptions of Belonging: A Qualitative Study of Latino Community College Students
ProQuest LLC
Ph.D. Dissertation, University of Nebraska, Lincoln
2012-00-00
978-1-2678-0828-8
195
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546811
2015
As Provided
JAN2020
No
Electronic Learning
Web Based Instruction
Higher Education
Budgets
Educational Policy
Educational Technology
Social Influences
Community Colleges
Enrollment
Teaching Load
Politics of Education
Educational Practices
Smith, Rhianan E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Online education has been increasing at an astounding rate, and advocates contend this trend will transform schooling as we know it. The current research has been centered on the student outcomes in online education. However, this myopic focus on outcomes underestimates the broader systemic factors that may be driving the implementation and everyday practices which impact student outcomes. This study investigates the economic, political, and organizational factors that influence the situationally constrained choices of an online teacher. This study identifies the ways in which higher education budgets, policies, and technological resources impact what teachers do in the classroom while investigating the everyday practices of teachers that may challenge or reinforce the opportunities and constraints created by these systemic factors at a community college. After talking with faculty and administrators, it became clear that the economic enrollment and retention pressures combined with increased faculty course loads do not encourage the development of an academically rigorous course. Furthermore, the lack of clarity surrounding the mission and the organizational practice of using copied course shells encourage teachers to create a course that promotes retention over academic quality. [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.]
ED551641
Online Education: The Impact of Economics and Politics on Teachers' Situationally Constrained Choice
ProQuest LLC
Ph.D. Dissertation, Marquette University
2012-00-00
978-1-2678-0987-2
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546842
2015
As Provided
JAN2020
No
Kindergarten
Computer Assisted Instruction
Reading Instruction
Beginning Reading
Program Evaluation
Emergent Literacy
Early Intervention
Vocabulary Development
English (Second Language)
Teaching Methods
Outcomes of Treatment
Reading Skills
Comparative Analysis
Conventional Instruction
Statistical Analysis
Longberg, Pauline Oliphant
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
Kindergarten
Primary Education
Early Childhood Education
As computer assisted instruction (CAI) becomes increasingly sophisticated, its appeal as a viable method of literacy intervention with young children continues despite limited evidence of effectiveness. The present study sought to assess the impact of one such CAI program, "Imagine Learning English" (ILE), on both the receptive vocabulary and early literacy skills of 284 kindergarten students, including English language learners using a 2 x 2 cross-over research design over a period of a full school year. In each semester, students received either the ILE treatment or "other" treatment (integrated core curriculum including science, social studies, art, music, physical education). Specifically, the study sought to answer two questions: (a) How do the literacy skills of kindergarten students, including English language learners and monolingual children, who receive instruction using ILE compare with the literacy skills of kindergarten students who receive "other" classroom instruction; (b) how do the vocabulary skills of the same kindergarten students who receive instruction using ILE compare with the vocabulary skills of those who receive "other" classroom instruction? Results of the t-tests from this within-subjects design showed no treatment differences on outcome measures (PPVT-4 for receptive vocabulary and DIBELS Next for early literacy) between students when they participated in the ILE program and when they participated in "other" classroom activities, regardless of amount of time spent on this CAI program. These same results held true for English language learners for whom the program was originally designed. A strong period effect, however, was detected, with the treatment administered during period 1 (i.e., either ILE or "other" instruction) having a more positive effect on student language and literacy learning than the treatment that was administered during period 2. Possible explanations for this significant period effect are provided as well as cautions for the ongoing use of CAI programs such as ILE in early literacy education. Finally, recommendations for future research are set forth. [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.]
ED551642
Evaluation of Imagine Learning English, a Computer-Assisted Instruction of Language and Literacy for Kindergarten Students
ProQuest LLC
Ph.D. Dissertation, University of Utah
2012-00-00
978-1-2678-0943-8
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546832
2015
As Provided
JAN2020
No
Electronic Learning
Adult Students
Virtual Classrooms
Academic Persistence
Access to Education
Independent Study
Career Development
Family School Relationship
Student Experience
Phenomenology
Macon, Sonya C.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
This phenomenological research study examined the experiences of 10 adult learners who received opposition upon verbalizing their desire to attend a virtual institution. With the advent of online education, adult learners are provided with a viable option for continuing their education. Because phenomenology allows a researcher to uncover the underlying essences of a phenomenon, it proved to be an appropriate research design for this topic. The purpose of the study was to understand online learning from the learners' perspective. As statements were extracted from transcriptions of the interviews, four significant themes emerged: convenience of online learning, self-directed learning, skepticism regarding the quality of the virtual learning platform, and career advancement as a result of an online advanced degree. The findings confirmed that the customization available in online learning leads learners to attend their classes and complete their assignments at a time that is convenient to them. Since online learning is suited for adult learners, it is intended to accommodate the challenges in the adult learner's work and home life. The results of this study may establish a foundation for future research and provide information for educators who are interested in modes of learning, such as blended or hybrid courses. [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.]
ED551643
Is My Online Degree Worth Anything? The Lived Experiences of Learners Choosing Online Education Despite Opposition
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-0568-3
100
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546681
2015
As Provided
JAN2020
No
Grounded Theory
Student Attitudes
Online Courses
Teacher Role
College Faculty
Community Colleges
Qualitative Research
Interviews
Teacher Student Relationship
Two Year College Students
Student Needs
Student Participation
Direct Instruction
Active Learning
Teacher Responsibility
Feeler, William
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Two Year Colleges
The purpose of this study was to explore the perceptions of experienced individual online students at a community college in Texas in order to generate a substantive theory of community college student perceptions of online instructor presence. This qualitative study used Active Interviewing and followed a Straussian grounded-theory design to guide the collecting and coding of interview data in order to identify emerging categories and generate substantive theory. The researcher collected data through interviews with 16 online students, all of whom had taken at least four online courses at a community college. A constant comparative analysis of the data generated a substantive grounded theory, the Theory of Establishing and Sustaining Instructor Presence to Enable Student Learning. This emergent theory states that the perception of instructor presence results from the student-instructor relationship, that it is established and sustained through four phases of instructor activity and student response: the conditional phase in which student and instructor respond to perceived needs, especially the need for flexibility, by choosing an online course (Hotel in Tahiti); the phase in which the instructor through course design and welcoming activities invites the student to full participation (Bienvenidos); the phase in which the instructor sustains presence by fulfilling the commitments of the previous phase (Cats in Sombreros); and, finally, the phase in which the instructor may shift from strong instructor presence using direct instruction to lesser presence facilitating interaction and using indirect instruction while the student becomes a more active learner and develops greater self-directedness and self-teaching (Kick It Up a Notch). The theory also presents a process definition of instructor presence and offers an explanation for the relationship between the instructor roles of active instruction and facilitation. The study recommends further qualitative research into perceptions of students in other regions, of students at other levels of study-including baccalaureate and graduate students, and of students who are less successful in online course work. [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.]
ED551644
Being There: A Grounded-Theory Study of Student Perceptions of Instructor Presence in Online Classes
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-0545-4
225
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546663
2015
As Provided
JAN2020
No
Counselor Training
Doctoral Programs
Graduate Students
Student Experience
Grouping (Instructional Purposes)
Phenomenology
Interviews
Focus Groups
Devine, Shirley
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
This was a phenomenologically-oriented inquiry of the lived experiences of counselor education doctoral students in a cohort model. This inquiry sought to explore, describe, and understand students' "everyday" lived experiences in a cohort model in the Executive Doctoral Program in Counselor Education and Supervision (ExCES) at Duquesne University, where the doctoral program is structured as a three-year, full-time, closed cohort model. The existential framework proposed by van Manen (1990) provided a framework for describing and understanding students' lived experiences in the corporeal, temporal, spatial, and relational realms of experience. The strategies used for this inquiry were based on multiple informants and data sources, which included individual and dyad interviews, and focus group discussions. A semi-structured protocol was used to gather phenomenological data from a purposive sample of twenty-six informants, who were affiliated with seven different cohort groups in the ExCES program. At the time of data collection, seven individuals were involved in an active cohort experience, nine individuals had completed the cohort experience and were working on their dissertations, and ten individuals had graduated from the program. Colaizzi's (1978) descriptive method of analysis was used to illuminate the common themes within the informants' perceptions and experiences in the program. The analysis generated themes that describe the informants' corporeal, temporal, spatial, and relational lived experiences in a cohort model. The analysis yielded potential hypotheses and directions for future research, and implications and recommendations for practice. The findings have provided an initial description of students' "everyday" lived experiences in a cohort model, and insight into the contextual influences that bear on these experiences, which will guide educators in their current roles. [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.]
ED551645
The Lived Experience of Counselor Education Doctoral Students in the Cohort Model at Duquesne University
ProQuest LLC
Ed.D. Dissertation, Duquesne University
2012-00-00
978-1-2678-0808-0
488
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546794
2015
As Provided
JAN2020
No
High School Seniors
Academic Achievement
Learner Engagement
Military Personnel
Dependents
Migration
Student Mobility
Transfer Students
Public Schools
School Districts
Incidence
Rippe, Jeffrey K.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with some past research on student mobility. The research school district takes the goal of the Interstate Compact, which is to replace the widely varying treatment of transitioning military students with a comprehensive approach that provides a uniform policy in every school district in every state, very seriously. The research school district most likely sees consistently strong academic performance for its mobile military children because of the positive, and welcoming well-organized, goal-linked, and sustainable home, school, and community partnership supporting military dependents success at school. The school district involved in this research is but one of many public school districts in the United States that borders a military installation, thereby serving a diverse, military and civilian, student population. Additional research on the effect of mobility and the academic achievement of students in such districts is needed to better understand the effects of mobility, as well as the factors that moderate that relationship. In doing so, an important consideration is the possibility that school districts that serve a highly transient population become very adept at quickly and efficiently assessing and accommodating the learning needs of individual students. One would expect that in doing so, such school districts would effectively reduce or eliminate potentially negative effects of mobility. [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.]
ED551646
The Impact of Low, Moderate, and High Military Family Mobility School District Transfer Rates on Graduating Senior High School Dependents' Achievement and School Engagement
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-0581-2
110
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546686
2015
As Provided
JAN2020
No
Allied Health Occupations Education
Athletics
Clinical Experience
Undergraduate Students
Affective Behavior
College Faculty
Teacher Attitudes
Teacher Surveys
Statistical Analysis
Mokris, Rebecca L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The affective domain represents a set of learning objectives that are difficult to assess and instruct. Affective behaviors consist of different attributes such as interpersonal relationships, professionalism, trust, empathy, and integrity to name a few. This study surveyed athletic training clinical instructors' perception of the importance of using affective behaviors in a clinical setting. Using data from survey respondents, this study found that clinical instructors have a favorable and positive perception regarding the use of affective behaviors in athletic training clinical education programs. The Chi-Square analysis showed that all groups had a positive perception of the use of affective feedback techniques regardless of gender, experience, National Collegiate Athletic Association (NCAA) affiliation or job setting. Other dependent variables consisting of the use of verbal feedback, peer debriefing session, or summative or formative feedback did not produce any significant differences in perceptions regarding the importance of affective strategies. To determine the clinical instructors' perception of the importance of affective behaviors in clinical education and the practice of these behaviors, T-Tests and one-way analysis of variances (ANOVA) were performed. The results indicated that all groups had positive perceptions of the use of affective behaviors regardless of gender, years of experience as certified athletic trainers or clinical instructors, NCAA affiliation or job setting. The respondents were also asked to rank professional values they felt were most important in the clinical setting. Both cognitive and affective behaviors were equally represented in the top rankings indicating clinical instructors felt both types of behaviors were important in athletic training clinical education. The results of this study will enable athletic training clinical educators to further develop and use affective behaviors in clinical education sessions. [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.]
ED551647
Clinical Instructors' Perceptions of the Importance of Affective Behaviors in Undergraduate Athletic Training Clinical Education
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-0628-4
130
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546713
2015
As Provided
JAN2020
No
Pedagogical Content Knowledge
Technological Literacy
Web 2.0 Technologies
Language Teachers
German
Online Courses
Mixed Methods Research
Case Studies
Teacher Surveys
Pretests Posttests
Professional Development
Technology Integration
Likert Scales
Teacher Attitudes
Attitude Measures
Self Concept
Achievement Need
Motivation
Problem Solving
Empowerment
Student Centered Curriculum
Effect Size
Expertise
Varguez, Ricardo
Dissertations/Theses - Doctoral Dissertations
English
The constant expansion of Web 2.0 applications available on the World Wide Web and expansion of technology resources has prompted the need to better prepare current and future educators to make more effective use of such resources in their classrooms. The purpose of this embedded mixed methods case study was to describe the experiences and changes in technology, pedagogy, and content knowledge (TPACK) of a group of 14 American teachers of German as they participated in a one-semester online course, designed to teach them about how to use and incorporate useful Web 2.0 technologies in their language classrooms. The quantitative portion of the study included results from an online survey where teachers were asked to rate themselves in relationship to their TPACK expertise at the beginning, the end, and year after the culmination of the course. An analysis of data conducted using a matched pairs statistical design showed that there were significant positive changes in most areas from the pre to the post test. A survey conducted a year later, showed that the positive changes tended to remain, and in some cases improve. The qualitative portion of the study consisted of open-ended questions at the beginning, during, and the end of the course, a thorough analysis of the postings that participants submitted on the discussion board provided within the online course, as well as interviews with a sampling of participants. All interviews were conducted one year after completion of the course, and were transcribed, coded, and grouped into themes. Themes that emerged included the following topics: "Sense of Accomplishment," "Leadership," "Realization," "Student-Centered Instruction," and "Problem Solving." [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.]
ED551648
Exploring Teachers' Technological Pedagogical Content Knowledge (TPACK) in an Online Course: A Mixed Methods Study
ProQuest LLC
Ph.D. Dissertation, University of Nebraska, Lincoln
2012-00-00
978-1-2678-0838-7
157
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546817
2015
As Provided
JAN2020
No
Elementary Schools
Response to Intervention
Program Implementation
Educational Legislation
Federal Legislation
Educational Practices
Student Needs
Progress Monitoring
Fidelity
Individualized Instruction
Fox, Michele I.
Dissertations/Theses - Doctoral Dissertations
Georgia
No Child Left Behind Act 2001
Individuals with Disabilities Education Improvement Act 2004
Georgia
Individuals with Disabilities Education Improvement Act 2004
No Child Left Behind Act 2001
English
Elementary Education
Response to Intervention has the potential to help schools reach the goals of both the No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Improvement Act (IDEIA) 2004. The course of action with the Response to Intervention model is to apply instructionally sound practices based on students' needs, monitor students' progress, and fine-tune the instruction based on students' responses to the intervention. High-quality teaching and assessment methods are at the heart of Response to Intervention. Teachers will need to become skillful at implementing the Response to Intervention model and analyzing data if Response to Intervention is going to become practice in the general education classroom. High-quality teachers may not however, feel equally efficacious for all teaching situations. When implementing Response to Intervention, teachers may feel more or less efficacious depending upon the support they receive and the conviction that their actions can bring about the desired outcome for their students. To successfully attend to students' needs, fidelity of implementation of the Response to Intervention model is necessary. The purpose of this study is to determine if teachers possess the efficacy to implement the Response to Intervention model with fidelity. [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.]
ED551649
Response to Intervention: A Study of Teacher Efficacy in Response to Intervention Implementation in Elementary Schools in Two Southeast Georgia School Districts
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-0547-8
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546664
2015
As Provided
JAN2020
No
Information Technology
Social Networks
Emergency Programs
Public Relations
Crisis Management
Citizen Participation
Computer Software
Computer Oriented Programs
Hughes, Amanda Lee
Dissertations/Theses - Doctoral Dissertations
English
Emergency response agencies, which operate as command-and-control organizations, push information to members of the public with too few mechanisms to support communication flowing back. Recently, information communication technologies (ICTs) such as social media have challenged this one-way model by allowing the public to participate in emergency response in new and unexpected ways. These developments place new pressure on emergency managers to release information over social media streams, monitor online activities during an emergency event, incorporate information provided by members of the public into response efforts, and engage in the public conversation around an event. Within US emergency response organizations, public information officers (PIOs) are in a unique position to use these emerging communication technologies. PIOs are responsible for communicating official response information to members of the public during an emergency event and ensuring that the information available in the public arena is accurate and complete. In this dissertation work, I examine how social media and the forms of public participation enabled by it are changing the role of the PIO. Based on this understanding, I explore ICT solutions for the PIO through human-centered methods that include the PIO in the design process. Finally, I design, implement, and evaluate a software application informed by this work that supports the social media needs of PIOs. With the aim of improving emergency response efforts, I demonstrate how empirically-based understandings of emergency management work can inform technology design, practice, and policy. This dissertation research provides the following contributions: (1) an examination of PIOs' roles and the sociotechnical environment in which they work; (2) a new model of PIO communication that takes into account new communication pathways that have been enabled by ICT; (3) a set of requirements for supporting PIO social media communication needs; (4) the design, implementation, and evaluation of a tool--the PIO Monitoring Application--that supports the social media monitoring, documenting, reporting, and organizing needs of PIOs during an emergency event; (5) a description of the likely future role of PIOs and how that role might be supported. [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.]
ED551650
Supporting the Social Media Needs of Emergency Public Information Officers with Human-Centered Design and Development
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5426-1
265
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549204
2015
As Provided
JAN2020
No
Barriers
Technology Integration
Learning Processes
Teaching Skills
Knowledge Base for Teaching
Qualitative Research
Case Studies
Educational Objectives
Access to Computers
Investigations
Elementary School Teachers
Questionnaires
School Districts
Interviews
Teacher Competencies
Comparative Analysis
Educational Resources
Program Implementation
Social Change
Instructional Innovation
Educational Practices
Educational Improvement
Teacher Surveys
Teacher Attitudes
Educational Technology
Young, Diane Killough
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of obstacles that prevent teachers from using technology, little investigation has been done on the barriers of technology integration as related to 21st century learning goals. The purpose of this qualitative case study was to examine teachers' perceived barriers to technology integration related to 21st century learning goals. Guided by a conceptual framework that posited a relationship between the digital divide and students' learning, the research questions in this study investigated teachers' perceived barriers to technology integration. Twenty-three elementary school teachers from a local school district completed an open-ended questionnaire, and 6 of the teachers participated in interviews to gather data to investigate the problem. Coding using the constant comparative analysis was the primary strategy for data analysis. Findings indicated that teachers perceived a lack of technology resources to allow students individual access to technology as the primary obstacle to technology integration. These findings led to the implementation of a program to allow students to bring their own technology to school. Social change resulting from this study could include a transformation of teachers' instructional practices and student learning; this transformation might, in turn, affect student achievement of 21st century learning goals. [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.]
ED551651
Teachers' Perceived Barriers to Technology Integration as Prescribed by 21st Century Learning Skills
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-5028-7
244
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548993
2015
As Provided
JAN2020
No
Nursing Education
College Faculty
Teacher Motivation
Comparative Analysis
Computer Literacy
Computer Attitudes
Simulation
Fidelity
Teaching Methods
Educational Strategies
Teacher Attitudes
National Surveys
Demography
Expertise
Barriers
Facilitators (Individuals)
Duvall, Judy Jo
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
There are many driving forces to increase the use of high-fidelity simulation (HFS) in nursing education, as well as many factors that may influence the implementation of this teaching strategy. These include the motivation of nurse educators to use HFS, the technological readiness of nurse educators to use HFS and the changing demographics of the nurse educator workforce. The purpose of this study is to address the significant gaps in the literature in the nurse educators' perspective of the use of HFS, technological readiness and the motivational factors that may influence the incorporation of this technology into curricula. A national survey of nurse educators was completed with 662 participants; however, only 576 completed the entire survey. In addition to demographic information, participants were asked to complete the Revised Motivation at Work Survey (R-MAWS) and the Technological Readiness Index (TRI). Information was also obtained regarding the self-identified level of expertise in using HFS and the training to use this technology. Findings included perceptions of barriers and facilitators to the use of HFS, which corresponded closely with published literature. Self-identified novices had higher amotivation levels than those who did not use HFS, those identified as competent or expert. This finding supports the use of mentors to develop the skills of self-identified novices. Nurse educators are most highly motivated by the value they place on their work, as well as the intrinsic pleasure obtained from the work. Nurse educators have a high level of technological readiness; however neither technological readiness nor work motivation appear to play a large role in the use of HFS. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. Validated evaluation tools must be developed particularly if HFS is used for high-stakes evaluation. [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.]
ED551652
Motivation and Technological Readiness in the Use of High-Fidelity Simulation: A Descriptive Comparative Study of Nurse Educators
ProQuest LLC
Ed.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6927-2
115
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550035
2015
As Provided
JAN2020
No
First Year Seminars
College Faculty
Student Personnel Workers
Comparative Analysis
College Instruction
School Holding Power
Undergraduate Students
College Freshmen
Small Colleges
Private Colleges
Statistical Analysis
Gore, John
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
First-year seminar courses have been used by colleges and universities as a means to improve retention rates among college freshmen. While there has been a great deal of research on the impact of the first-year seminar course on retention rates from freshman to sophomore year, there has not been much attention given to the type of instructor teaching the course. This study looked to determine whether differences in retention rates from freshman to sophomore year exist between first-year seminar courses taught by faculty and seminar courses taught by student affairs personnel at a small, private liberal arts university in the Midwest. The data were analyzed by using a chi square, but the results were not statistically significant. [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.]
ED551653
Faculty versus Student Affairs: A Comparison of the University Seminar Course Taught by Faculty and Student Affairs Professionals
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-0550-8
73
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546665
2015
As Provided
JAN2020
No
Community Colleges
Leadership Training
Two Year College Students
Experiential Learning
Ecology
Systems Approach
Interviews
Bresso, Michele
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This qualitative descriptive study examines and evaluates an internal, grow-your-own, community college leadership development program. Participants in a community college leadership development program self-reported their leadership knowledge, attitudes, and practices (KAP) before, during, and after participation in the program. Study participants reported growth and evolution of their own leadership KAP as a result of their participation in the program. The study concluded that experiences result in growth of KAP and that environment impacts leadership development. Participants also expressed strong support of the leadership development program as a means of providing leadership growth, and they evaluated the program's impact on the community college district, its employees, and on themselves. They also offered suggestions for program improvement. The conceptual framework used to inform this study combines Kolb's (1984) experiential learning theory and Bronfenbrenner's (1979) ecological systems theory. The study's framework posits that participants in a community college leadership development program learn through a cycle of styles in which participants indicate that they accumulate experiences, examine and contemplate experiences, generate knowledge and attitudes, and apply knowledge and attitudes to practice. Transcribed, parsed, and coded telephone interviews formed the base structure of the research design to collect the data for this analysis. This study suggests that participants' experiential learning is simultaneously enhanced through interaction within four environmental layers adapted from Bronfenbrenner: self, workplace, organization, and macroenvironment. A better understanding of the efficacy of community college leadership development is important now as institutions experience a growing number of retirements among community college chancellors, presidents, vice presidents, and other executives. Community college professional development organizations join the literature to call attention to the need for community college leadership development programs. Little is incorporated in the literature, however, regarding the evaluation of such programs. This dissertation addresses that gap in the literature. [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.]
ED551654
Building for the Future: Community College Leadership Development Program Evaluation
ProQuest LLC
Ph.D. Dissertation, Fielding Graduate University
2012-00-00
978-1-2678-6310-2
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549739
2015
As Provided
JAN2020
No
Mathematics Skills
Middle School Students
Numeracy
Social Influences
Emotional Development
Mathematics Achievement
Grade 8
Longitudinal Studies
Multiple Regression Analysis
Hypothesis Testing
Predictor Variables
Self Concept
Gender Differences
Racial Differences
Socioeconomic Status
Special Education
Path Analysis
Correlation
Geronime, Lara K.
Dissertations/Theses - Doctoral Dissertations
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
English
Middle Schools
Secondary Education
Junior High Schools
Grade 8
Elementary Education
The purpose of the current study was to extend the research on number sense to the middle school level and to simultaneously consider socioemotional elements related to the construct at this developmental stage. Its genesis was initially rooted in an ongoing and dramatic emphasis by U.S. policymakers, researchers, and educators on improving mathematics achievement in order to compete globally in technology and innovation. Despite debates about optimal curriculum and instruction, tremendous support exists for the construct of number sense. However, middle school research examining the phenomena has been limited to intervention protocols targeting specific skillsets and better measurement of its domains. Concomitantly, educational research has produced ample evidence of the decline in student mathematics motivation over time, and the corresponding literature establishes a link between mathematics self-concept and mathematics achievement, particularly during adolescence. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 provides a sample of 4,425 U.S. eighth graders for the present study, assessed directly and indirectly in cognitive, demographic, and affective domains. Multiple regression analyses confirmed the hypotheses that number sense predicts both mathematics self-concept and mathematics achievement at the middle school level, when controlling for gender, race, socioeconomic status, and special education services. Additionally, a path analysis with Statistical Analysis Software (SAS) and the Sobel test revealed that mathematics self-concept mediates the relationship between number sense and mathematics achievement. This indirect effect, when combined with the direct effect of number sense, results in a significant, medium total effect value of 0.35 for the model. By incorporating this knowledge regarding the interconnection of these three constructs into mathematics curriculum and instruction, as well as teacher education, the United States can move closer to bringing about equity of opportunity and motivating students to pursue more complex mathematics coursework and subsequently professions. [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.]
ED551655
Number Sense Mediated by Mathematics Self-Concept in Impacting Middle School Mathematics Achievement
ProQuest LLC
Ph.D. Dissertation, Marquette University
2012-00-00
978-1-2678-0975-9
149
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546836
2015
As Provided
JAN2020
No
Prediction
Risk
Entrepreneurship
Accuracy
Social Systems
Finance Occupations
Alhayyan, Khalid N.
Dissertations/Theses - Doctoral Dissertations
English
There are four main components for influencing traders' behaviors in an information market context: trader characteristics, organizational characteristics, market design, and external information. This dissertation focuses on investigating the impact of individual trader characteristics on trading behaviors. Two newly-developed constructs, highly relevant to information market contexts, were identified to increase our understanding about trading behaviors: trader's economic culture and trader independence. The theory of planned behavior is used as the theoretical basis to postulate hypotheses for empirical testing. Data collected from subjects through a series of web-based experiments shows that trader participation can be fostered through recruiting individuals who are entrepreneurial, risk takers, and not highly independent traders. Additionally, a set of objective measures were developed to operationalize trader participation and performance (accuracy of prediction, and profitability). The research investigation on these concepts suggests that there is statistical evidence for a positive influence of trader participation on trader performance. In comparing the quantity influence (trader participation) and the quality influence (trader accuracy) on trader profitability, we have found that trader accuracy had higher and more significant impact than trader participation. [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.]
ED551656
Economic Culture and Trading Behaviors in Information Markets
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-0617-8
232
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546704
2015
As Provided
JAN2020
No
Online Courses
Interviews
Student Attitudes
Surveys
Case Studies
Graduate Students
Foreign Students
Females
Foreign Countries
Learning Experience
Research Universities
Diaries
Student Behavior
Communication Strategies
Teaching Methods
Peer Relationship
Cultural Differences
Cultural Awareness
Instructional Design
Teacher Student Relationship
College Faculty
Mixed Methods Research
Sadykova, Gulnara V.
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Higher Education
Postsecondary Education
This study explored the learning experiences of international students in fully online courses offered through a US university. Employing a sociocultural framework, particularly ideas put forward by Russian psychologists L. Vygotsky and American scholars R. Scollon and S. W. Scollon, the study examined the interplay of host and native cultures in an online learning environment and studied its effect on international students' learning experiences, specifically on the learning experiences of one focal student from China. The research was designed as a two-stage, mixed methods study. Initially a survey was administered to international students who took online courses at a large research university situated in the northeast of the US. Five of the 12 survey participants then completed follow-up online interviews. Cathy, a female graduate student from Shanghai, China who completed the survey and follow-up interviews, was then recruited for an in-depth case study. At the second stage of the study, data related to Cathy's case was collected from several sources--her online American peers, online instructor, and her own observations and reflections. Case study data were gathered from online and face-to-face interviews, reflective journals, and archived online course logs. The cumulative data were analyzed qualitatively and quantitatively, with qualitative data collection and analysis methods having come to take primacy over quantitative methods. During the course of the study it became evident that international students' experiences in US online courses could be concisely described as requiring effort at balancing membership in cross-cutting discourses of the host and native academic cultures. The Scollon and Scollon's concept of multiple discourses enabled this research to suggest that international students' behavior in the classroom is guided by the necessity of balancing multiple discourses; i.e., to follow the expectations and requirements of two or more discourse systems. This necessity affects students' interaction with peers and instructors and manifests itself in communication strategies and linguistic choices. The research findings suggest that learner-centered teaching practices that place emphasis on peer-to-peer learning, as well as course designers' conscious effort to provide space for students' cultures, may help an international student to balance multiple discourses and successfully complete the course. [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.]
ED551657
Learning Experiences of International Students in Online Courses: Mixed Methods Study
ProQuest LLC
Ph.D. Dissertation, State University of New York at Albany
2012-00-00
978-1-2678-6041-5
287
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549575
2015
As Provided
JAN2020
No
Phenomenology
Males
African Americans
Interviews
Computer Mediated Communication
High School Students
Student Experience
Online Courses
Educational Technology
Distance Education
Self Esteem
Independent Study
Attitude Measures
Preferences
African American Teachers
Racial Factors
McCoy, Kecia L.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This was a phenomenological study. There were 6 co-researchers used for this study. Two LiveLesson interviews were used for the data collection. LiveLesson is an interactive web environment which allows the researchers to conduct real-time discussions in an online setting. The participants can type, speaking into a microphone, and/or use a webcam which is connected to personal computer that allows the participants to ask questions, answer questions, and take part in group discussions. The purpose of the study was to understand the African American males' high school experiences with online schooling. The participant's feedback revealed the themes of flexibility, increased self-esteem, independent learning, and the preference of African American instructors. The findings in the study have the potential to provide African American male students, teachers, school guidance counselors, and school administrators with information from current online high school students about the experience of online education. The positive online experience for these students will hopefully lead to implementation of more online learning opportunities for African American male students. [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.]
ED551658
A Study of African American Males and Their Response to Online Learning
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-0571-3
99
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546682
2015
As Provided
JAN2020
No
Females
Minority Group Students
Hispanic American Students
Urban Areas
After School Programs
Computer Literacy
Low Income Groups
Identification (Psychology)
Educational Environment
Community Centers
Interviews
Focus Groups
Observation
Adolescents
Late Adolescents
De La Pena, Yvonne
Dissertations/Theses - Doctoral Dissertations
California
California
English
Technological fluency involves having a deep understanding of information technology as well as an identity as someone who engages with technology in meaningful and complex ways. Hence, it is more fruitful to think about individuals not as developing technological fluency but rather as becoming technologically fluent. Although physical access to technology is increasing for all youth, a meaningful gap still exists in regard to opportunities for them to engage with it in complex and meaningful ways (Warschauer & Matuchniak, 2010) and hence become technologically fluent. My dissertation work focused on one such opportunity. Specifically, this dissertation explores the acquisition of sophisticated technological knowledge and skills by fourteen low-income Latinas between the ages of 11- and 18-years old, their identity development in regard to engaging with technology, and the characteristics of the learning environment within which their engagements with technology occurred. At the heart of my research was a theoretically framed learning environment consisting of a programming workshop offered at a community technology center located in a low-income community of Los Angeles, California. Data sources included interviews, focus groups, observations, and artifacts. Analyses showed that the learning environment's characteristics motivated and supported the participants in their development of several of the technological capabilities, concepts, and skills included in the framework for technological fluency put forward by the National Research Council (1999), and in particular programming knowledge and skills. Moreover, although a significant change in participants' identity was not observed at the end of the workshop, the diversity of experiences, learning outcomes, and self-beliefs reflected in the data suggested that participants' identity, as much as their development of technological knowledge and skills, was at play as they engaged in the workshop. This dissertation highlights a learning environment that successfully supported young Latinas as they became technologically fluent and attested to the feasibility of community technology centers as a viable alternative for making complex and meaningful technological activities accessible to girls. [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.]
ED551659
Under Construction: Minority Girls Becoming Technologically Fluent in an Urban After-School Program
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2012-00-00
978-1-2678-1022-9
277
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546847
2015
As Provided
JAN2020
No
Athletics
Allied Health Occupations Education
Peer Teaching
Tutoring
Education Work Relationship
Qualitative Research
Interviews
College Graduates
Undergraduate Study
Attitudes
Bates, Dana
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this qualitative study was to investigate graduates' perceptions of a purposefully-implemented Peer-Assisted Learning (PAL) pedagogy in their undergraduate athletic training education and the impact of that experience in their first job post-graduation. This was the first research in athletic training education that investigated how PAL impacted the students once they were practicing as athletic trainers. Previous research had investigated prevalence, benefits and athletic training student preference for PAL, however, no research had researched its impact on the graduate. Through one-on-one phone interviews with thirteen 2010 and 2011 graduates the researched aimed to investigate through the graduates perceptions how PAL impacted their transition to entry-level professional. The researcher analyzed this data through a qualitative process and found themes that included improved communication skills, teaching skills, improved clinical reasoning, improved confidence, socialization, and gained a deeper understanding of athletic training content which led to their success on the Board of Certification exam. These findings are significant in athletic training education as program directors investigate teaching methods that can assist students to be critically thinking athletic trainers. Future research should continue to investigate pedagogies that can impact athletic training students with teaching skills as well as success on the Board of Certification exam. [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.]
ED551660
Investigating Post-Graduate Athletic Training Education Student Perceptions Following a Purposefully-Implemented Peer-Assisted Learning Pedagogy
ProQuest LLC
Ph.D. Dissertation, University of Nebraska, Lincoln
2012-00-00
978-1-2678-0797-7
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546787
2015
As Provided
JAN2020
No
African American Students
Minority Group Students
Equal Education
Teacher Attitudes
Teacher Education
Racial Attitudes
Barriers
Misconceptions
Attitude Change
Transformative Learning
Power Structure
Ethnography
Participatory Research
Action Research
Ford, Arlene Jennifer
Dissertations/Theses - Doctoral Dissertations
English
This study used the mixed qualitative methodologies of ethnography and a participatory action research inspired inquiry to challenge deficit meanings and assumptions through increasing learning. During the inquiry, a group of teachers and administrators at each of two school sites engaged in a process of learning about systemic inequality and its impact on students of color through reading and discussions of scholarly articles. The educators engaged new meaning negotiations about their students of color and their education. Findings are that providing appropriate spaces for educator learning and reflection is very important. At one school site where the inquiry included educators of color and white educators, the white educators initially shifted away from focusing on important issues raised by their colleagues of color. Issues of race and power created barriers to real conversations, created silences and impeded learning. These barriers began to dissolve when one educator, with some support, took a stand and helped change the power imbalance in the group leading the group from contrived conversations to real conversations. Though sometimes contentious the real conversations led to increased learning even some evidence of transformational growth with potential for changes that could benefit the school's students of color. At the other school location, despite relative harmonious shared meaning negotiations, changed minds did not result in the immediate changed actions of this relatively homogenous group of educators of color. The context of that school with more institutionalized deficit-oriented cultural processes created challenges to growth. Nevertheless, this group received some tools for change, building a foundation for future change. The study initially identified some meanings at the two school sites. Findings indicated that (i) both white educators and educators of color held deficit meanings about students of color, and (ii) such educators also held resourced-oriented/asset-based meanings. Such positive meanings had the potential for forming the basis for building student learning. This study documented important learning processes that may be involved when power differentials exist within a group as they attempted to negotiate new meanings around education. [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.]
ED551661
In the Struggle for New Meanings in the Education of African American and Other Students of Color
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2012-00-00
978-1-2678-1024-3
259
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546849
2015
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
Siblings
Sibling Relationship
Interaction
Play
Child Development
Identification (Psychology)
Role
Family Environment
Family Relationship
Childhood Attitudes
Papacek, Amy M.
Dissertations/Theses - Doctoral Dissertations
English
Autism Spectrum Disorder (ASD) is experienced in a variety of ways within families particularly among siblings with and without ASD. The effects of ASD on sibling relationships are integral to family life. While some studies have examined sibling relationships, research regarding sibling roles exhibited during play activities and social interactions is lacking. Further, siblings' voices are rarely revealed in research on play. In response to a need for greater understanding of the role of play among siblings impacted by ASD, this dissertation used a cultural historical activity theory lens to understand how play and social interactions evolved among siblings since childhood development is informed by access to and participation in play. Siblings may be considered actors with unique cultural histories as they create and re-create their own identities through play. In this study, an emphasis was placed on the complex processes siblings experience while locating their own niche with their families. The study focused on the use of a variety of tools, division of labor, the rules families utilized to interact and how these rules were disturbed. As a result, the study offers a more complete understanding of how play and social interactions affect the ways ASD impact siblings, families, and community members. This study provides holistic views of the development and impact of sibling play on identity development and relationships. [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.]
ED551662
"I Will Tell You about Playing with My Brother, but Not about His Autism": Perceptions of Social Interaction from the Voice of Child Who Has a Sibling Identified with Autism Spectrum Disorder
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2192-8
263
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2015
As Provided
JAN2020
No
Educational Technology
Case Studies
Internet
Graduate Students
Protocol Analysis
Reading
Interviews
Video Technology
Coding
Cognitive Processes
Creativity
Comparative Analysis
Learning Activities
Climate
Synthesis
Learning Strategies
DeSchryver, Michael
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This dissertation utilized a multiple case study design to explore how advanced learners synthesize information about ill-structured topics when reading-to-learn and reading-to-do on the Web. Eight graduate students provided data in the form of think-alouds, interviews, screen video, digital trails, and task artifacts. Data analysis was based on abductive coding, first examining synthesis through the theoretical lenses of reading comprehension, Cognitive Flexibility Theory on the Web, and creativity, followed by a constant comparative exploration of emergent phenomenon in the data. The empirical findings from this study provided the foundation for a Theory of Web-mediated Synthesis comprised of interdependent elements--divergent keyword search phrases, synthesis for meaning, in-the-moment insights, repurposing, reinforcement and note-taking--which together lead to creative syntheses. Illustration and elaboration of these elements are provided in the context of two in-depth case studies. In doing so, this dissertation provides a post-comprehension lens through which to better explore and understand generative reading and learning activities on the Web. [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.]
ED551663
Toward a Theory of Web-Mediated Knowledge Synthesis: How Advanced Learners Used the Web to Construct Knowledge about Climate Change Behavior
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-4173-5
251
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2015
As Provided
JAN2020
No
Program Effectiveness
Interpersonal Competence
Social Development
Behavior Disorders
Emotional Disturbances
Autism
Pervasive Developmental Disorders
Attention Deficit Hyperactivity Disorder
Prosocial Behavior
Skill Development
Parent Attitudes
Student Attitudes
Teacher Attitudes
Aggression
Hyperactivity
Attention
Scores
Behavior Modification
Gaden, Gregory G.
Dissertations/Theses - Doctoral Dissertations
Conners Rating Scales
Conners Rating Scales
English
The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate pro-social replacement social skills and reflects that students, parents, and teachers differ in their perceptions of how well the social skill instruction is impacting student outcomes in the areas of inattention, hyperactivity/impulsivity, learning problems, and defiance/aggression as measured by the Conners 3 Rating Scales. The results of this study suggest that when children and youth with Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders are provided with intensive social skill instruction they will demonstrate fewer undesirable behaviors. However, when reporting Perceptions for Hyperactivity/Impulsivity Parents, Teachers, and Students were found to be in disagreement about student progress in this important domain where Parents Very Elevated when reporting Perceptions for Defiance/Aggression Parents, Teachers, and Students were found to be in disagreement about student progress in this domain where Parents Elevated level of concerns and Teachers Very Elevated level of concern scores were found to differ significantly from Students Average reported perceptions of their own Defiance/Aggression scores. [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.]
ED551664
The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-1025-0
233
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546850
2015
As Provided
JAN2020
No
Gifted
Special Education
Urban Schools
Elementary Schools
Program Implementation
Mixed Methods Research
Questionnaires
Observation
Correlation
Multiple Regression Analysis
Teacher Attitudes
Administrator Attitudes
Individualized Instruction
Elementary School Teachers
Bourgeois, Jennifer Leigh
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Education
In 1892 Lewis Terman began a movement to support gifted students in the classroom. Leta Hollingworth continued this research and explored the type of instruction needed. Both concluded gifted students need challenging activities to develop their potential. Unfortunately, today our country does not ensure all gifted students are put in a position to reach their potential. California school districts have the opportunity to receive funding for gifted programs. This study reviewed implementation of programs in urban elementary school districts from two perspectives: district level and site level personnel. Mixed research methods were applied in forming conclusions. Quantitative data were gathered through questionnaires and archival data from California Standards Test (CSTs). Quantitative data were collected through open-ended questions within the questionnaires. Additional data were gathered through classroom observations. Statistical analyses conducted on the data included: descriptive statistics, Pearson's correlations, and multiple regression. Results were triangulated to gain insight into the effectiveness of currently established programs. Findings revealed teachers and administrators agree differentiated instruction and staff inservices are important. However, both groups feel teachers are unprepared to teach gifted students. This was confirmed by observations which suggest teachers may not know how to implement differentiated instruction. Both groups reported that gifted students do well on the CSTs. Archival data contradicts these perceptions. Because of this misguided belief, it is recommended districts/sites review and adjust the current monitoring system. Data showed a lack of understanding of cultures/ethnicities residing in the participating districts/sites. This finding suggests a plan should be developed and implemented providing staff with tools necessary to meet the needs of linguistically divergent, culturally divergent and economically disadvantaged gifted students. Overall, gifted programs in urban elementary schools are not meeting the needs of most gifted students. District and site level personnel recognize teachers are not adequately prepared to address the needs of these students. Yet, despite widespread acknowledgement that current practices are failing to meet gifted student requirements, these practices continue in our education system. [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.]
ED551665
Implementation of Gifted and Talented Education Programs in Urban Elementary Schools in California: Do Perceptions Coincide with Outcomes?
ProQuest LLC
Ph.D. Dissertation, Claremont Graduate University
2012-00-00
978-1-2678-2072-3
210
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547412
2015
As Provided
JAN2020
No
Elementary School Students
Academic Achievement
Comparative Analysis
Control Groups
Experimental Groups
Vocabulary Development
Program Effectiveness
Reading Fluency
Sentences
Urban Areas
Intervention
Statistical Significance
Effect Size
Correlation
Grade 4
Suing, Janet S.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
Intermediate Grades
This exploratory study examined the ways in which fourth grade students, in an urban setting, responded to a nine-week implementation of Marzano's Six Step Vocabulary Process. The purpose of this study was to explore the relationship between the direct instruction of vocabulary and the effects on student achievement as measured by Vocabulary Words Assessments, Rigby Reading A-Z Fluency Assessments, and Sentence Complexity Assessments. The researcher explored the impact of the vocabulary intervention on two groups of students, fourth graders in Group 1 (students predicted to score below state reading standards) and fourth graders in Group 2 (students predicted to meet or exceed state reading standards). Predictions were based on Acuity testing. The core question that guided this research was the following: Is there a statistically significant difference in vocabulary, fluency, and sentence complexity scores between Group 1 and Group 2? Data were collected from 21 fourth grade students and analysis revealed that there was a statistically significant gain in vocabulary knowledge for both groups. Effect sizes in this nine-week study correlate to a 32-33 percentile gain in student achievement, suggesting counters to Fourth Grade Slump and Summer Learning Loss. [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.]
ED551666
The Effects of Marzano's Six Step Vocabulary Process, on Fourth Grade Students' Vocabulary Knowledge, Fluency, and Sentence Complexity
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2012-00-00
978-1-2678-1041-0
77
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546863
2015
As Provided
JAN2020
No
Faculty Development
Parochial Schools
Christianity
Program Effectiveness
Comparative Analysis
Teacher Attitudes
Public School Teachers
Statistical Analysis
Multivariate Analysis
Hicks, Kory G.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to explore the effectiveness of professional development programs in Christian schools. This study compared the perceptions of Christian school and public schoolteachers towards their professional development to determine if any statistically significant differences existed among Learning Forward's 12 standards of effective staff development. Learning Forward's Standards Assessment Inventory (SAI) was utilized as the assessment instrument, and participants' perceptions were measured regarding their schools' professional development programs. A total of 655 teachers participated in this study, which included 305 Christian schoolteachers and 350 public schoolteachers. This quantitative study utilized a non-experimental, comparative research design. For this cross-sectional study, two research questions and two main hypotheses provided the framework for exploring teachers' perceptions regarding their professional development experiences. First, the researcher compared the composite mean scores of the 12 professional development standards between Christian schools and public schools by using an independent-samples t test. There was no statistically significant difference between the composite mean scores between Christian and public schools. Next, the researcher compared each of the individual 12 standards using a MANOVA. Subsequently, to verify these results, 12 individual independent-samples t tests were performed. There were statistically significant differences among the 12 standards. Christian schools scored significantly higher than public schools in the equity, leadership, family involvement, and resources standards. Public schools scored significantly higher in the data-driven standard. [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.]
ED551667
The Perceived Effectiveness of Christian School Professional Development
ProQuest LLC
Ed.D. Dissertation, Dallas Baptist University
2012-00-00
978-1-2678-1321-3
177
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547019
2015
As Provided
JAN2020
No
Undergraduate Students
College Faculty
Student Attitudes
Teacher Attitudes
School Size
Public Colleges
Integrity
Cheating
Ethics
Plagiarism
Questionnaires
Online Surveys
Teacher Surveys
Student Surveys
Rating Scales
School Policy
Predictor Variables
Statistical Analysis
Statistical Significance
Stevens, Tanisha N.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Research reveals that reducing academic misconduct requires an understanding of factors that influence the two key stakeholders in the epidemic: students who engage in academically dishonest behaviors and faculty who are charged with the responsibility of reporting and deterring the behavior (e.g., Prenshaw, Straughan & Albers-Miller, 2000). In response, a body of research reveals that in order to alter the environment in which academic dishonesty occurs, an understanding of how individuals perceive dishonesty and its severity is of great importance (Roberts & Rabinowitz, 1992). Accordingly, the purpose of this study was to examine faculty perceptions and student perceptions of academic dishonesty. The study involved 561 undergraduate students and 112 faculty members who primarily teach undergraduate courses at a large public Midwestern institution during the Fall Semester 2011. Participants completed an anonymous, online questionnaire that was composed of three preexisting scales: the Attitudes toward Academic Dishonesty Scale (Davis et al., 1992; Bolin, 2004), the Academic Dishonesty Scale (McCabe & Trevino, 1997c) and the Academic Integrity Survey (McCabe, 2008d). Utilizing a series of frequency counts, mean scores and one-way ANOVAs, similarities and differences were found within faculty perceptions and student perceptions for the dependent variables under study. Results of the study revealed statistically significant differences within faculty responses to student engagement in behaviors identified as academically dishonest and within student responses and faculty responses to perceptions of institutional policies and procedures that address dishonesty. Further, the results of the study support research that reveals students may not perceive certain behaviors as constituting dishonesty (e.g., Brown, 2002; Carpenter, Harding & Finelli, 2006; Godfrey & Waugh, 1998; Rabi, Patton, Fjortoff & Zgarrick, 2005; Rakovsky & Levy, 2007) and that faculty perceptions of student engagement in specific behaviors identified as academically dishonest may be more negative than student self-reports of engagement (e.g., Nolan, Smith & Dai, 1998; Pe Symaco & Marcelo, 2002). [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.]
ED551668
Promoting a Culture of Integrity: A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University
ProQuest LLC
Ph.D. Dissertation, University of Missouri - Saint Louis
2012-00-00
978-1-2678-1069-4
231
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546883
2015
As Provided
JAN2020
No
Video Games
Design
Development
Production Techniques
Teamwork
Play
Creative Thinking
Leadership
Culture
Program Development
Innovation
College Students
Striker, Spencer
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
"Igniting GameZombie TV" utilizes an accessible, energetic, postmodern style to recall how Spencer Striker founded GameZombie TV at Indiana University in the fall of 2006, built the project into an award-winning game media studio, and then expanded the initiative to the University of Wisconsin in the fall of 2009. Through grit and a sustained strategy of inspirational leadership, Spencer Striker guided the project from the kernel of an idea to 4 Webby Awards, 10 million unique video views, coverage of 24 major game conferences, one of the web's largest game developer interview libraries, and over 500 original videos published to the web. At its height, GameZombie TV incorporated the combined efforts of an 80 person team working synergistically at two American universities--cumulatively, over 500 people contributed meaningfully to this dynamic game media studio, fueled by a culture of restless creativity. This dissertation resurrects the energy and drama of the studio's development into a sophisticated operation, which included three separate divisions: web video production, web design, and entrepreneurial business development. This longitudinal postmortem attempts to locate the "zombie particle"--that mysterious flashpoint where the leader; the team; and the affordances of a 21st century work environment combine to spark a project to life. The style of the piece foregrounds the importance of play and the creative process in the thinking through of a past phenomenon--one in which the author was the central architect. Part One tells the story of GZ's origins. Part Two recalls the fateful journey of GZ's business aspirations. And Part Three resurrects the making of the hit web show, ButtonMashers. Finally, the dissertation builds toward 48 major themes--of leadership, philosophy, culture, industry, and survival--intended to serve as a survival guide for leaders striving to ignite digital media projects fueled by passion, creativity, and innovation. [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.]
ED551669
Igniting GameZombie TV: A Longitudinal Autoethnography of a Student-Fueled Game Media Studio
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-1070-0
350
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546884
2015
As Provided
JAN2020
No
African American Students
Two Year College Students
Community Colleges
Rural Schools
Student Participation
Academic Achievement
School Holding Power
Student Attrition
Questionnaires
College Environment
Age Differences
Achievement Gains
Educational Theories
Personality Theories
Moore, Maurice
Dissertations/Theses - Doctoral Dissertations
Alabama
Community College Student Experiences Quest
Alabama
Community College Student Experiences Questionnaire
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study was to associate Astin's (1999) theory of student involvement and Tinto's (1993) theory of student departure as a framework for assessing and understanding the relationships among student involvements, academic performances, rates of retention, and rates of departure for African-American students enrolled at 3 rural Alabama community colleges. A total of 127 Alabama community college students participated in the study by completing the online Community College Student Experience Questionnaire (CCSEQ) at 3 college locations. The researcher used the CCSEQ to investigate the estimate of student gains on their quality of effort, effects of the college environment on the quality of students' efforts, effects of age on the estimate of gain and on the quality of student effort, and to determine if different college environments (institutional effects) influence the quality of students' efforts. The postulates of Astin's theory of student involvement and Tinto's theory of student departure were the theoretical formats used to direct this study. Data collected indicated a number of significant findings. Engaged and involved students performed well academically. The estimate of students' gains was impacted mostly by the quality of students' efforts in course activities, faculty interactions, library activities, computer technology, clubs, organizations, counseling, and career planning. The more engaged and involved rural African-American community college students were, the greater the likelihood that they reached their educational goals. Finally, campus location or "fit" made a difference when student success was considered. Research findings indicated that community college educators at College A and College B needed to make improvements in the college environments to better serve students' academic and developmental needs. [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.]
ED551670
A Study of the Relationship among Student Involvement, Academic Performance, Rates of Retention, and Rates of Departure for African-American Students Enrolled at Three Rural Alabama Community Colleges
ProQuest LLC
Ed.D. Dissertation, University of West Florida
2012-00-00
978-1-2678-2121-8
289
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547445
2015
As Provided
JAN2020
No
Conflict
Teacher Student Relationship
Student Behavior
Behavior Problems
Multitrait Multimethod Techniques
Factor Analysis
Grade 1
Elementary School Students
Elementary School Teachers
Child Caregivers
Bias
Withdrawal (Psychology)
Aggression
Validity
Wickerd, Garry Dean
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Teachers' ratings of problem behaviors are gathered as a matter of course in psychological evaluations of children. Teacher ratings are weighted heavily in the results of educational evaluations (Frick et al., 2010). With such heavy emphasis on teacher behavioral ratings, it is important to understand the extent to which conflict between teachers and students influences the validity of teacher behavioral ratings. In the present investigation, through the use of mutlitrait-multimethod confirmatory factor analysis (MTMM CFA), the literature on teacher informant effects inherent in behavior ratings was expanded. In a sample of 1 st grade students, MTMM CFA analysis showed the presence of informant effects among teacher and after-school caregivers, raters from similar settings. The presence of informant effects in teacher ratings of behavior suggests caution when interpreting rating scale data for diagnostic purposes. The second purpose of this investigation was to determine whether teacher-student conflict mediated teacher behavior ratings. Teachers who experience conflict with a student, may rate that student higher on levels of externalizing and internalizing behaviors. While past research has suggested that teacher ratings of student-teacher conflict and problem behaviors are highly correlated (Birch & Ladd, 1998; Hamre et al., 2007; Murray & Murray, 2004), a major weakness of these studies was their use of teachers to rate both the degree of conflict in the relationship as well as internalizing and externalizing behaviors. This design introduced teacher bias into both the behavioral as well as the conflict measures, thereby limiting the researchers' ability to detect bias in the behavioral ratings. This was the first study investigating informant effects utilizing direct behavioral observations as a means to exclude teacher bias from the measures of relational conflict. Ultimately, evidence of mediation between teacher behavior ratings and relational conflict was not found. However, direct path coefficients revealed moderate effects of teacher-student conflict on teacher ratings of withdrawal and aggression. These findings stress the importance of assessing relational conflict between students and teachers when evaluating the validity of teacher behavior ratings of aggression and withdrawal during the evaluation process. [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.]
ED551671
The Influence of Teacher-Student Conflict on Teacher Ratings of Children's Externalizing and Internalizing Behaviors: A Multitrait-Multimethod Factor Analytic Approach
ProQuest LLC
Ph.D. Dissertation, University of South Dakota
2012-00-00
978-1-2678-2045-7
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547391
2015
As Provided
JAN2020
No
Adolescents
Females
High School Students
Urban Schools
Friendship
Emotional Intelligence
Ethnography
Participant Observation
Semi Structured Interviews
Justice
Empathy
Empowerment
Self Efficacy
Program Effectiveness
Schumacher, Martha Ann
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Restorative Practices and Restorative Justice programs in schools are a new and emerging field. Meeting in Circles to build community, resolve conflict, and learn interactively are core components of these programs. This ethnographic study, which took place February 2010 to December 2011, evaluates 12 small, out-of-classroom Talking Circles for 60 adolescent girls as part of a Restorative Practices program in an urban high school. The primary data source are participant observations of the weekly Talking Circles and semi-structured interviews with 31 of the students involved in the Circles. The Talking Circles were grounded in the theoretical frameworks of both the Relational Cultural Theory, which promotes growth-fostering relationships, and Restorative Justice, which promotes connection, caring and justice. Four relational themes emerged in the study: a) joy of being together and building friendships; b) feeling safe with each other; c) being free to express genuine emotions; and d) cultivating empathy. Evidence of emotional literacy development included a) improved capacity to listen; b) better management of anger and conflict situations; and c) becoming more sensitive to others. The findings demonstrate that the Talking Circle provided a safe space to nurture growth-fostering relationships as described by the Relational Cultural Theory; growth-fostering relationships supported the development of emotional literacy skills, which led to personal power; personal empowerment gave rise to self-efficacy. It appears this type of out-of-classroom Circle addresses some of the psychosocial and emotional needs of students that are not met in other school venues, and may provide a tool for addressing teen disengagement and loneliness; for working with gender-specific issues; for teaching and practicing emotional literacy skills; and for introducing the merits of respectful dialogue. [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.]
ED551672
Talking Circles for Adolescent Girls in an Urban High School: A Restorative Practices Program for Building Friendships and Developing Emotional Literacy Skills
ProQuest LLC
Ph.D. Dissertation, Wayne State University
2012-00-00
978-1-2678-1607-8
293
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547162
2015
As Provided
JAN2020
No
Academic Achievement
Hispanic American Students
Institutional Characteristics
Elementary School Students
Statistical Analysis
School Size
Educational Finance
Teacher Effectiveness
Correlation
Socioeconomic Status
Achievement Gap
Class Size
Predictor Variables
Multiple Regression Analysis
Educational Indicators
Kieffer, Christie
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Education
The purpose of this research was to quantitatively examine the relationships among various school-level factors (school socioeconomic status, school size, average class size, and teacher effectiveness) and to determine which school-level factors predict Latino academic achievement and Adequate Yearly Progress. Measuring teacher effectiveness is at the forefront of private funders' and policymakers' agendas due to recent research on teachers' ability to effectively close the achievement gap for all students. Though researchers have found that school size and class size affect student achievement, there is a current reallocation of educational funding from class-size reduction and school-size reduction to assessing teacher effectiveness. This reallocation of funding is affecting all student groups, including the Latino student group--a group which is growing in size but failing in terms of academic achievement. Previous research has not well documented which school-level factors best influence Latino student achievement. To address this problem, data were collected from 313 elementary schools in the Los Angeles Unified School District using a non-random and purposive sample. Correlation and multiple regression analyses were used to assess the relationships between the variables. Findings from the current study suggest that socioeconomic status and teacher effectiveness predict Latino student achievement, and socioeconomic status and the percentage of Latino students at a school predict Adequate Yearly Progress. These results concur with the current movement in K-12 education towards measuring teacher effectiveness. [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.]
ED551673
The Latino Education Crisis: School-Level Factors Influencing Student Achievement
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1329-9
136
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547024
2015
As Provided
JAN2020
No
Multicultural Education
Preservice Teacher Education
Theater Arts
Ethnography
Action Research
Critical Theory
Preservice Teachers
Student Development
Consciousness Raising
Mitsumura, Masakazu
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through attending the researcher's multicultural teacher education classroom, which was designed at the nexus of Freirean and Boalian critical (performance) pedagogy, followed by analyzing his teaching practice, which focuses mainly on participatory theatre exercises. This doctoral dissertation is an ethnographic documentary of the researcher's striving to challenge the hegemonic status quo in teacher education by liberating himself from the anti-dialogical banking educator, and encouraging his students to liberate themselves as passive consumers of education. Such reflection may provide teacher educators with examples of counter-hegemonic (artistic) practice for social change relating to their own work. [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.]
ED551674
Transforming Multicultural Teacher Education through Participatory Theatre: An Arts-Based Approach to Ethnographic Action Research
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-1335-0
275
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547027
2015
As Provided
JAN2020
No
Accountability
Instructional Leadership
Superintendents
Leadership Role
Educational Legislation
Federal Legislation
School Districts
Time on Task
Academic Achievement
Sanctions
Qualitative Research
Interviews
Pustolka, Elizabeth Wood
Dissertations/Theses - Doctoral Dissertations
New York
No Child Left Behind Act 2001
New York
No Child Left Behind Act 2001
English
The role of the school superintendent has evolved as a result of increased accountability, specifically under the No Child Left Behind (NCLB) legislation. Prior to NCLB, superintendents spent time the majority of their time on the managerial and political domains of leadership; however, the NCLB accountability movement combined with research on the benefits of instructional leadership intensified the need for superintendents to spend more time as instructional leaders. This qualitative study of twelve New York State Superintendents and six New York State Curriculum Leaders examined the impact of a district's accountability status under NCLB on the how much time superintendents and curriculum leaders spent on instructional leadership and further, whether having support from a curriculum leader impacted the amount of time superintendents spent on instructional leadership. While there was not a noticeable difference in the amount of time spent on instructional leadership between the examined categories (accountability status and support from curriculum leader) in this study, the study revealed all superintendents believed they were instructional leaders. Superintendents and curriculum leaders in this study identified spending a considerable amount of time in the area of instructional leadership. Interviewed leaders cited the need to continuously improve student results as the reason for this expenditure of time. Superintendents and curriculum leaders identified their use of data to make program-related decisions and address student achievement deficits. Superintendents leading districts facing accountability sanctions under NCLB were more likely to modify their program goals as a result of their accountability status. Superintendents leading districts facing accountability sanctions under NCLB, with support from a curriculum leader, reported the most-specific instructional changes as they worked to increase student results under NCLB. [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.]
ED551675
The Role of Increased Accountability on the Use of Instructional Leadership Time by New York State Superintendents
ProQuest LLC
Ed.D. Dissertation, Sage Graduate School
2012-00-00
978-1-2678-1344-2
163
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547034
2015
As Provided
JAN2020
No
Elementary Schools
Principals
School Administration
Teacher Morale
Elementary School Teachers
School Effectiveness
Teacher Participation
Statistical Analysis
Teacher Surveys
Online Surveys
Correlation
Reardon, Thomas B.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Elementary Education
The purpose of this study was to determine if there was a relationship between specific principal management practices (as defined in this study as: informal visits to the classroom, face-to-face communication, written communication, visibility throughout the school campus, and a presence at extracurricular activities) and teacher morale. The study attempted to investigate further whether there was a relationship between morale, and teacher willingness to embrace new building initiatives. The study also attempted to ascertain if there was a relationship between morale and teacher willingness to embrace building initiatives, and school designation as a high or low performing school. This quantitative study was conducted using voluntary participation of elementary faculty throughout the Capital District Region of New York State. The survey was distributed via email to over 500 prospective participants, of which 171 responded. Survey data was collected using SurveyMonkey online survey software and analyzed via SPSS v. 20. Pearson's correlation, Chi-square analysis, and one-way ANOVA were used in the analysis of the data. A statistically significant relationship existed between the frequency principals employ specific management practices, and teacher perception of morale. A statistically significant relationship also existed between teachers' value of principals' management practices and morale. There was no statistical relationship between the value teachers place upon principal management practices and voluntary teacher participation in building initiatives and activities. The study also revealed that high and low performing school status was not a factor that influenced morale or teacher initiative participation. [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.]
ED551676
The Examination and Analysis of the Effects of Elementary Principals' Specific Management Practices on Teacher Morale and Willingness to Embrace Initiative
ProQuest LLC
Ed.D. Dissertation, Sage Graduate School
2012-00-00
978-1-2678-1345-9
98
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547035
2015
As Provided
JAN2020
No
High School Seniors
Special Needs Students
Disabilities
Internship Programs
Work Experience Programs
Pilot Projects
Program Evaluation
Quasiexperimental Design
Job Skills
Socialization
Coping
Reliability
Motivation
Job Satisfaction
Employment Experience
Life Satisfaction
Self Efficacy
Empowerment
Quality of Working Life
Employment Potential
Skill Development
Postsecondary Education
Goldstein, David S.
Dissertations/Theses - Doctoral Dissertations
New Jersey
New Jersey
English
High Schools
Secondary Education
Postsecondary Education
Students with disabilities face a variety of challenges that extend beyond the classroom, as they are often behind their peers in social and life skills. As they exit their secondary education programs they are often ill prepared to meet the multi-dimensional demands of the work place. According to the United States Department of Labor (2011), only 34% of adults with disabilities ages 18-64 years work full time, when compared with 82% of those without disabilities. The current study examined a specialized School-to-Work Internship Pilot Program designed for high school seniors with disabilities that was developed and implemented by a school district in central New Jersey. Twenty four students from the 2009-2010 and 2010-2011 graduating classes participated in this study. Of those 24 participants, 10 participated in the School-to-Work Internship Pilot Program and 14 participated as the matched control group in this quasi-experimental study. Participants reported on their post-high school experiences of employment and post-high school education enrollment. In addition, these participants self-appraised their job knowledge/skills, socialization/emotional coping skills, task flexibility, dependability, motivation, and job satisfaction on a questionnaire pertaining to their employment experiences. These participants also appraised their life satisfaction, feelings of competence, empowerment, and social belonging on a questionnaire pertaining to their quality of life. Results indicated that the School-to-Work and Case Control participant groups did not statistically differ with respect to securing or maintaining employment, or the measures of employment experiences or quality of life. However, participants in the School-to-Work group enrolled in post-secondary education at a statistically significant higher rate when compared to the Case Control group. The School-to-Work Internship Pilot Program may have empowered these student participants to gain the necessary insight that further training would be necessary to obtain a full time job that is both rewarding and provides full time benefits. Furthermore, although there were no statistical group differences due to small sample size, the School-to-Work Internship Pilot Program appeared to have generally positive influences on quality of life for participants as indicated by consistently favorable outcomes. [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.]
ED551677
Evaluation of a School-to-Work Internship Pilot Program for High School Seniors with Special Needs
ProQuest LLC
Psy.D. Dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
2012-00-00
978-1-2678-1093-9
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546904
2015
As Provided
JAN2020
No
Superintendents
Tenure
Teacher Attitudes
Work Environment
Causal Models
Comparative Analysis
Public Schools
School Districts
Teacher Surveys
Regression (Statistics)
Professional Development
Statistical Significance
Jordan, Derrick D.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
The purpose of this study was to determine if superintendent longevity significantly impacted teachers' perceptions of their working conditions. In addition, the study sought to determine if there were differences in perceptions among teachers whose superintendent was beginning (1 or fewer years in current position), emerging (between 2 to 6 years in current position), or established (7 or more years in current position). The study used Callahan and Kowalski's (see Kowalski & Brunner, 2005) five role conceptualizations to chronicle the evolution of the superintendency and to support their argument that the role of the 21st century superintendent has become quite complex and impacts all aspects of a school district, including those areas that have traditionally been relegated to principals. This causal-comparative study used the results from the "2010 North Carolina Teacher Working Conditions Survey" (NCTWCS). Those data were used to determine teachers' perceptions of their working conditions within the state's 115 public, non-charter school districts. In addition, the researcher acquired tenure data for each of the corresponding superintendents who oversaw the 115 districts included in their study. Each school-based, licensed public school employee (e.g., teachers, counselors, media specialists, etc.) in the state (N = 119,000) was given the opportunity to take part in the "NCTWCS" every two years. From that group, 89% percent of those educators (n = 105,688) responded to the 2010 survey. Ordinary least squares regression was used to determine if superintendents' length of tenure significantly impacted teachers' perceptions of their working conditions as measured by the survey's responses. A one-way ANOVA was used to test for construct differences among three distinct categories of superintendent tenure. The study revealed that only one of the nine teacher working condition scales, professional development, was significantly related to superintendent tenure (r = -0.23, p = 0.014). There was no statistical significance among tenure groups, indicating that educators did not perceive their working conditions much differently regardless of whether their superintendent was a beginning, emerging, or established leader. [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.]
ED551678
Looking beyond School Walls: Examining the Impact of Superintendent Longevity on Teachers' Perceptions of Their Working Conditions
ProQuest LLC
Ed.D. Dissertation, University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-3479-9
112
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548204
2015
As Provided
JAN2020
No
Literacy Education
Cartoons
Novels
Reading Materials
Community Colleges
College Students
Teaching Methods
Developmental Studies Programs
Reading Tests
Scores
Student Attitudes
Reading Attitudes
Reading Instruction
Autobiographies
Journal Writing
Teacher Attitudes
Interviews
College Faculty
Reading Comprehension
Reading Strategies
Burke, Brian Patrick
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Two Year Colleges
Higher Education
Postsecondary Education
This study evaluated how comic books and graphic novels enhanced the reading comprehension of the students enrolled in the intermediate reading course at Western Pennsylvania Community College. The three research questions are: (1) How can a developmental reading course make use of comics as a learning tool? (2) What impact does reading comics have on developmental students' Nelson Denny reading scores? (3) What impact does reading comics have on developmental students' attitudes toward reading? The researcher conducted a qualitative research that examined the literacy backgrounds and attitudes towards reading comics of a sampling of eight reluctant readers in the Intermediate Reading courses from Fall 2009, Spring 2010, and Fall 2010. Data was collected from the participants' introduction and exit letters, literacy autobiographies, three reading reports, reflective journals of the students and teacher, and interviews. First, based on a thematic analysis of the participants' data, research question one revealed that comics helped them to visualize and understand the concepts of reading comprehension. When reading comics, the reader was able to bridge the gap between the verbal text and the visual text and was still able to utilize critical reading strategies on a consistent basis as one would do reading a verbal-only text. This act is referred to as "Closure" (McCloud 1993). [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.]
ED551679
Using Comic Books and Graphic Novels to Improve and Facilitate Community College Students' Literacy Development
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-1188-2
260
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546922
2015
As Provided
JAN2020
No
Parent Influence
Expectation
Academic Achievement
Body Weight
Children
Neurological Impairments
Parenting Styles
Longitudinal Studies
Cormier-Zenon, Dolores E.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study is to examine the potential impact parental expectations have on the academic achievement of children born with low-birth weight to inform educational leaders. Literature on levels of children born with birth weights as low as 1 LB to as high as 9 LBS were evaluated based on: birth weight, academic achievement, and parental expectations. The review was conducted to identify how the presence of parental expectations influence the relationship between the achievement levels of infants with low birth weight, to what degree, and potential characteristics associated with neurological issues, parenting styles, and methods of achieving academically. The literature alludes to empirical evidence that the strength of the association between low birth weight and academic achievement in later life increases when the impact of parental expectations is taken into account. It appears that the higher the parental expectations, the stronger the relationship between birth weight and academic achievement. The primary explanation given for this is that when birth weight is low there are neurological consequences that mitigate against the beneficial effects of parental expectations. Can parental expectations have an impact on academic success if the birth weight is low? [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.]
ED551680
Can Parental Expectations Compensate for the Negative Effects of Low-Birth Weight on Academic Achievement? A Cross-Sectional Analysis of the National PEELS Data
ProQuest LLC
D.Ed. Dissertation, University of Louisiana at Lafayette
2012-00-00
978-1-2678-3768-4
124
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548382
2015
As Provided
JAN2020
No
Gender Issues
Sex Role
Child Development
Young Adults
Career Development
Decision Making
Females
Womens Education
Career Choice
Sciences
Case Studies
Parent Influence
Family Influence
Teacher Influence
Mentors
Cooperation
Social Support Groups
Opportunities
Postsecondary Education
Feminism
Social Class
Experience
Cultural Influences
Rural Areas
Individual Characteristics
Males
Empathy
Researchers
Hren, Stephen Frank
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
The purpose of this study was to determine how perceived gender roles developed throughout childhood and early adulthood impacted the career decisions of women in science-related career fields. An additional purpose was to determine if my experiences as I analyzed the data and the propositions discovered in the study would become a transformative agent for me. A multicase framework was utilized so that within and between case analyses could be achieved. Four women who showed early promise in science were chosen as the case study participants. The relationship of gender roles to the career decisions made by the four cases were arbitrated through three areas: (a) supports, which came from parents, immediate family members, spouses, teachers, mentors, and collaborators; (b) opportunities, which were separated into family experiences and opportunities, school and community opportunities, and postsecondary/current opportunities; and (c) postmodern feminism, which was the lens that grounded this study and fit well with the lives of the cases. As seen through a postmodern feminist lens, the cases' social class, their lived experiences tied to their opportunities and supports, and the culture of growing up in a small rural community helped them develop personas for the professions they chose even where those professions did not necessarily follow from the early promise shown for a science-related career. In addition, as related to my transformation as a male researcher, being a male conducting research in a realm most often shared by women, I was able to gain greater empathy and understanding of what it takes for women to be successful in a career and at the same time maintain a fruitful family life. [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.]
ED551681
A Multicase Study of the Impact of Perceived Gender Roles on the Career Decisions of Women in Science-Related Careers
ProQuest LLC
Ed.D. Dissertation, Utah State University
2012-00-00
978-1-2678-3387-7
294
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548146
2015
As Provided
JAN2020
No
Mothers
One Parent Family
Two Year College Students
Community Colleges
Barriers
Resilience (Psychology)
Interviews
Qualitative Research
Case Studies
Gibson, Cheryl
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Two Year Colleges
Higher Education
Postsecondary Education
Single mothers struggle with balancing life challenges and childcare necessities while attending college. Consequently, students who are single mothers experience psychological distress. The purpose of this qualitative case study was to examine the common, life and resiliency factors shared by single mothers who are students. The study was conducted at a community college located in Southeastern United States. The 10 study participants responded to an interview guide of field-tested questions, which were created by the researcher. Data revealed single mothers shared common challenges including financial; social support, cultural and career challenges. Single mothers also shared resiliency factors, which included personal factors and environment factors. The study highlighted the need for both personal and community support for single mothers and their children. Participants identified the role of the community college as being essential to their success. Future research should focus on the role the college plays as a factor of success and should include a larger sample and greater diversity. [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.]
ED551682
An Examination of the Shared Challenges That Impede Success in the Lives of Single, Multi-Cultural Mothers Enrolled at a Two-Year Community College: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1211-7
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546927
2015
As Provided
JAN2020
No
College Graduates
Employment Potential
Imagery
Teaching Methods
Self Efficacy
Metacognition
Relaxation Training
Career Development
Job Applicants
Quasiexperimental Design
Pretests Posttests
Statistical Analysis
Goins, Robin R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The study examined the relationship between Guided-Imagery (GI) and Self-Efficacy (SE) as means to better understand how GI techniques affect SE levels, particularly in relation to career related performance. The use of GI has been found to elicit a state of relaxation where a deep level of focus is achieved which some would call an altered state of consciousness, and which coupled with specific thoughts and visual images has been found to affect the conscious and subconscious mind. This state of consciousness is also referred to as a mind-body connection that can manifest itself in our behavior, which includes job and employment outcomes. A quasi-experimental design using a quantitative method of analysis was used, with a pretest-posttest controlled experimental research design, and independent ANOVA was used for this study to examine the relationship between guided-imagery and career development SE in college undergrads seeking employment. The sample used for the study was fifty (n = 50) recent college undergrads, ages 18-30 years of age and the CDSES-SF (Betz & Taylor, 1996) were chosen for this study because its primary measurement is career decision SE. The pretest mean scores for the treatment group ranged from 3.74 to 3.89 and posttest mean scores ranged from 4.44 to 4.57, as compared to the control group over a two week period; with pretest mean scores ranging from 3.78 to 4.03 and posttest mean scores ranging from 4.07 to 4.14. The results of the study support that there is a significant increase in the subscales and overall CDSE and also showed that there is also a significant increase between the treatment and control groups throughout the five subscales levels and overall levels of SE. Results of this and other studies have clearly shown that Guided-Imagery (GI) is an effective tool in increasing Self-Efficacy levels and overall performance in those who use it. [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.]
ED551683
An Examination of Guided Imagery and Its Relationship to Self-Efficacy and the Implications for Employability in College Graduates Seeking Employment
ProQuest LLC
Psy.D. Dissertation, Capella University
2012-00-00
978-1-2678-1212-4
118
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546928
2015
As Provided
JAN2020
No
Department Heads
Women Administrators
Public Colleges
Research Universities
Career Development
Experience
Women Faculty
Case Studies
Qualitative Research
Interviews
Leadership
St. Marthe, Tamara Jaslene Marcelle
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The advancement of women into academic leadership remains a problem facing public, high-research activity universities. While there are more women who are qualified to assume the position of department chair in research institutions today than there were 30 years ago, women still lag behind their male counterparts in holding these academic leadership roles. The purpose of this study was to examine the personal and professional career experiences of women department chairs in a public, very high research activity institution, and to provide advice to women faculty seeking to become a department chair in the future. The department chair is among the most important academic administrators within any higher education institution, and the effectiveness of this leader is paramount to the overall success of their department. Historically males have occupied the majority of chair positions in research universities. Little is known about how women prepare for the position, why they are selected, and the challenges they face in becoming a department chair. The research design involved using a qualitative case study, which employed purposeful sampling methods. Eight current female department chairs, four college deans who were familiar with the chairs' appointment, and one provost from State University, a public, very high research activity university were selected to participate in the study. Face-to-face, open-ended interviews were employed as the primary source of data; however, additional documents were analyzed to corroborate the interview data and enrich the study. The research questions in this inquiry focused on four specific areas, which included: (a) knowledge, training, experience, and skills required to become a department chair in a public, four-year institution; (b) strategies used to obtain the position; (c) gender-based challenges faced by the women chairs; and (d) advice for aspiring female academic department chairs. The study's findings indicated that the women chairs possessed important academic and administrative leadership experience and interpersonal skills, and encountered unique challenges in their advancement to the position. The study's participants also offered advice for future women department chairs with regard to understanding the roles, responsibilities, and challenges related to the position of department chair, as well as professional preparation for the position. [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.]
ED551684
Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2012-00-00
978-1-2678-1353-4
183
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547040
2015
As Provided
JAN2020
No
Science Programs
Program Effectiveness
Middle School Students
Academic Achievement
Motivation
Mixed Methods Research
Quasiexperimental Design
Biology
Science Education
Grade 8
Intervention
Student Surveys
Interviews
Path Analysis
Self Efficacy
Knowledge Level
Expectation
Gender Differences
Vocational Interests
Hiller, Suzanne E.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 8
Elementary Education
Citizen science programs are joint efforts between hobbyists and professional scientists designed to collect data to support scientific research. Through these programs, biologists study species population trends while citizen scientists improve their content knowledge and science skills. The purpose of the present mixed method quasi-experimental study was to examine how involvement in a horseshoe crab citizen science intervention affected middle school student academic achievement and career motivation within a social cognitive career framework. Eighty six eighth graders from two schools were assigned into either a treatment or comparison group. Individuals from the treatment school received instruction from field experts on site and collected data for a biological researcher and a mock survey. The comparison group studied ecological niches within the same geographical area during class instruction; however, students did not conduct field research. All students responded to a series of surveys and content measures related to self-efficacy, interest, outcome expectations, choice goals, and academic achievement. Further, members of the treatment group participated in qualitative interviews to examine perceptions of their scientific observation skills and career influences. Findings supported the hypothesis that the treatment group would outperform the comparison group on all measures with the exception of choice goals. Path analysis results indicated that the interaction among self-efficacy, interest, content knowledge, and outcome expectations directly and indirectly influenced choice goals. In terms of gender, results confirmed the hypothesis that there would be no gender differences based on self-efficacy, outcome expectations, and choice goals although treatment males outperformed females on academic achievement. In addition, qualitative analysis corresponded with these findings by examining the influence this type of intervention had on student performance and career interests. The implications of this study are to highlight the benefits of collaborative opportunities with field experts during outdoor experiences on student academic and career path development. [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.]
ED551685
The Impact of a Citizen Science Program on Student Achievement and Motivation: A Social Cognitive Career Perspective
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-1528-6
198
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547088
2015
As Provided
JAN2020
No
Comparative Analysis
Graduate Study
College Instruction
Conventional Instruction
Graduate Students
Teachers
Educational Technology
Technology Uses in Education
Teacher Education
Pretests Posttests
Questionnaires
Focus Groups
Instructional Effectiveness
Kisicki, Todd
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The use of educational technologies as a tool to improve academic achievement continues to increase as more technologies becomes available to students. However, teachers are entering the classroom not fully prepared to integrate technology into their daily classroom teaching because they have not been adequately prepared to do so. Teacher preparation programs are falling short in this area because educational technology and the role of technology in the classroom is seen as an extra component to daily teaching rather than a central one. Many teacher preparation programs consist of one stand-alone educational technology course that is expected to prepare teachers to integrate technology in their future classrooms. Throughout the remainder of the program, the teachers are not seeing educational technologies modeled in their other core courses, nor are they getting the hands-on interaction necessary to become more confident in using these technologies with their future students. The purpose of this study was to examine teachers' views of educational technology in the classroom from those enrolled in a graduate program. The study consisted 74 first- and second-year teachers who were enrolled an alternative teacher preparation program. Thirty-four of the teachers received the Integrating Curriculum and Technology (iCAT) intervention and the remaining 40 teachers were part of the control group. Each teacher completed a pre- and post-intervention questionnaire and 23 of the 74 teachers participated in one of three focus group interviews. Additional data from the teachers' course instructors were gathered and analyzed to compliment the focus group and quantitative data. Results showed that iCAT participants' scores for confidence in using technology and efficacy for using educational technology increased at a faster rate than the control group participants' scores. Similarly, confidence in using technology, perceptions about integrating technology in the classroom, and efficacy for using educational technology could be predicted by the amount of hands-on interaction with technology that the teachers received during their graduate course. The discussion focuses on recommendations for infusing technology throughout teacher preparation programs so that teachers have the tools to prepare their students to use a variety of technologies so that their students can be better prepared to complete in today's workforce. [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.]
ED551686
Comparing Graduate Courses Taught by the Same Instructor Using Competing Approaches: Traditional vs. Technology-Infused
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-1531-6
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547091
2015
As Provided
JAN2020
No
Writing (Composition)
Intermode Differences
Writing Instruction
Multimedia Instruction
Multimedia Materials
Mixed Methods Research
Case Studies
Video Technology
Documentaries
Essays
Freshman Composition
Student Attitudes
Community Colleges
Time Management
Film Production
Computer Software
Audience Awareness
Rhetoric
Teaching Methods
Educational Technology
Parker Beard, Jeannie
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Higher Education
Postsecondary Education
Two Year Colleges
When college composition teachers carefully consider the role and function of multimodal composition in their classrooms, they can enhance the teaching of writing and communication, engage and empower students, and better prepare students for the challenges and possibilities of life in our rapidly changing digital age. To meet this teaching challenge and study the impact of multimedia on student writers, I designed this mixed-methods case study to examine how video documentary essays function as a form of multimodal composition in first-year composition courses and how these types of texts may enhance the teaching of traditional composition skills, as well as contribute to the academic and professional communication skills of students. The study was designed to determine how students react to multimodal composition and how they view the benefits as well as pitfalls of composing new kinds of texts in their first-year writing courses. This teacher research was conducted at a mid-sized, urban community college located in southern Tennessee. I used surveys, interviews and reflection essays to collect the data from student participants. I then analyzed the collected data for this project. My conclusions are that students learn valuable skills in the multimodal composition process, such as organization and time management, in addition to learning how to use movie-making software. Students also develop a keener sense of audience and purpose when they compose video documentary essays. Multimodal composition can be used to teach traditional writing and rhetoric. Multimodal composition can be used to enhance the teaching of writing and communication, engage and empower students to participate in convergence culture, and better prepare them for the challenges and possibilities of life in our rapidly changing digital age. [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.]
ED551687
Composing on the Screen: Student Perceptions of Traditional and Multimodal Composition
ProQuest LLC
Ph.D. Dissertation, Georgia State University
2012-00-00
978-1-2678-1541-5
287
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547099
2015
As Provided
JAN2020
No
Item Response Theory
Models
Scaling
Elementary Secondary Education
Educational Assessment
Scoring
Mathematics Tests
Reading Tests
Goodness of Fit
Correlation
Classification
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Koepfler, James R.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Over the past decade, educational policy trends have shifted to a focus on examining students' growth from kindergarten through twelfth grade (K-12). One way states can track students' growth is with a vertical scale. Presently, every state that uses a vertical scale bases the scale on a unidimensional IRT model. These models make a strong but implausible assumption that a single construct is measured, in the same way, across grades. Additionally, research has found that variations of psychometric methods within the same model can result in different vertical scales. The purpose of this study was to examine the impact of three IRT models (unidimensional model, U3PL; bifactor model with grade specific subfactors, BG-M3PL; and a bifactor model with content specific subfactors, BC-M3PL); three calibration methods (separate, hybrid, and concurrent), and two scoring methods (EAP pattern and EAP summed scoring; EAPSS) on the resulting vertical scales. Empirical data based on a states' assessment program were used to create vertical scales for Mathematics and Reading from Grades 3-8. Several important results were found. First, the U3PL model always resulted in the worst model-data fit. The BC-M3PL fit the data best in Mathematics and the BG-M3PL fit the data best in Reading. Second, calibration methods led to minor differences in the resulting vertical scale. Third, examinee proficiency estimates based on the primary factor for each model were generally highly correlated (0.97+) across all conditions. Fourth, meaningful classification differences were observed across models, calibration methods, and scoring methods. Overall, I concluded that none of the models were viable for developing operational vertical scales. Multidimensional models are promising for addressing the current limitations of unidimensional models for vertical scaling but more research is needed to identify the correct model specification within and across grades. Implications for these results are discussed within the context of research, operational practice, and educational policy. [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.]
ED551688
Examining the Bifactor IRT Model for Vertical Scaling in K-12 Assessment
ProQuest LLC
Ph.D. Dissertation, James Madison University
2012-00-00
978-1-2678-3480-5
189
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548205
2015
As Provided
JAN2020
No
Teleworking
Disabilities
Family Work Relationship
Quality of Working Life
Web Based Instruction
Teacher Attitudes
Heisey, Allyson G.
Dissertations/Theses - Doctoral Dissertations
English
Since the mid-1970s, teleworking has been recognized as being beneficial to organizations, individuals, and communities. In the 1980s and 1990s, advancements in technology made teleworking an attractive option for many workers, including those with disabilities. Teleworking has gained popularity and has been heralded as a method of accommodation for people with disabilities. Many studies have investigated the work/life balance of teleworkers, but the results of these studies were conclusive of all teleworkers. Revealed in this study was how 10 teleworkers--who were online instructors with a disability--perceived telework. Analysis of data that was gathered through the use of interviews and questionnaires revealed several common themes. One of those common themes, flexibility, was mentioned by all of the participants in this study as being a major advantage to teleworking, and played a key role in helping them balance their work/life responsibilities. Future research is needed in this area to better understand the attitudes and perceptions of disabled teleworkers. [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.]
ED551689
Teleworking: Work/Life Balance of Online Instructors with Disabilities: A Phenomenological Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1576-7
143
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547133
2015
As Provided
JAN2020
No
Public Health
State Agencies
Information Technology
Epidemiology
Surveys
Statistical Analysis
Barriers
Stokes, Linda C.
Dissertations/Theses - Doctoral Dissertations
English
Information technology (IT) use for epidemiological purposes in state public health departments has been documented only for a limited number of specific applications, leaving questions about its actual utilization and hindering IT's potential for information sharing. Communications, stages of change, and systems theories all influence the use of IT applications and were used as the theoretical framework for this study. An observational, cross-sectional design was used to survey 59 state public health departments to determine the current state of IT usage with barriers to implementation and timeliness of data availability. Survey responses were received from 17 departments. Chi square and Fisher's exact test were used to examine the relationship between IT usage and timeliness of data availability as well as barriers to implementation. Results showed IT applications are currently implemented for less than 50% of the epidemiological functions (Bioterrorism/Emergency Preparedness, Chronic Disease, Environmental Health, Infectious Disease, Injury, Maternal and Child Health, Occupational Health, and Oral Health) being performed across all departments and that there is a significant association between the use of IT applications and a reduction in the time to data availability for 6 of the 8 epidemiological functions. Chronic Disease and Environmental Health functions did not show a significant association. Budget and priorities in the department were found to be significant barriers to implementation of IT functions. The findings provide support for positive social change by identifying the benefit of IT usage to allow more timely data for epidemiological activities, which can improve health outcomes and quality of life for those served by the state public health departments. [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.]
ED551690
Information Technology Usage for Epidemiological Functions in U.S. State Public Health Departments
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2678-1790-7
108
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547226
2015
As Provided
JAN2020
No
Gender Differences
Attitudes
Mathematics Achievement
Socioeconomic Status
Multivariate Analysis
Self Esteem
Mathematics
Foreign Countries
Duerr, Sunny R.
Dissertations/Theses - Doctoral Dissertations
Trends in International Mathematics and Science Study
Trends in International Mathematics and Science Study
English
The relationships between gender, math attitude, and math achievement have traditionally been studied within individual countries, despite the existence of large international data sets available for analysis. This dissertation investigated the relationships between gender, math attitude, and math achievement based on information from 50 participating countries in the Trends in International Mathematics and Science Study (TIMSS). Countries were first grouped into clusters using hierarchical cluster analysis, and these clusters were validated on separate samples using discriminant function analysis. Multiple-group latent variable modeling was employed between clusters and within clusters to assess the nature and strength of the relationships between gender, math attitude, and math achievement. The findings suggest that math self-confidence has a particularly strong relationship with math achievement, and that value of math has a particularly weak relationship with math achievement. Additionally, gender differences in math achievement appear to have disappeared or now favor female students, but male students report generally higher levels of math self-confidence. Implications are discussed, along with limitations and suggestions for future research. [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.]
ED551691
Relationships between Gender, Socioeconomic Status, Math Attitudes, and Math Achievement: An International Investigation
ProQuest LLC
Ph.D. Dissertation, University of Rhode Island
2012-00-00
978-1-2678-1837-9
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547239
2015
As Provided
JAN2020
No
Alumni
Generational Differences
Private Financial Support
Educational Finance
Fund Raising
Public Colleges
Surveys
Focus Groups
Mixed Methods Research
Statistical Analysis
Motivation
Galligan, Christopher J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study addressed the economic challenges confronting public institutions of higher education by examining a viable, alternative revenue stream: alumni giving. The purpose of this study was to examine differences in factors that influence feelings of connectivity and reasons for giving of alumni of varying eras at a public, regional comprehensive university. A sampling of the University's alumni from the eras 1977 or earlier, 1978 to 1997, and 1998 to present responded to questions asked in survey and focus group formats. Applying the AIDA model (attention, interest, desire, action, and satisfaction), this study focused on the analysis of factors that influence alumni behavior. A sequential mixed methods research design was utilized. The initial phase of this study focused on gathering data via electronic survey questionnaire. Descriptive statistical analysis focused on the calculation and interpretation of means and standard deviations. Inferential statistical analysis focused on the crosstabulation of various categorical variables. These relationships were tested for significance utilizing a non-parametric, chi square analysis. Numerous indices related to feelings of connectivity and reasons for giving proved to be statistically significant. These differences were further examined via focus group discussions. One could conclude that alumni of varying eras have different motivations for connecting with and giving to the participating University. Implications of this study highlight the need for a paradigm shift in the thought processes and the actions of leaders of public, regional comprehensive universities with respect to institutional advancement. [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.]
ED551692
Alumni of Varying Eras: An Examination of the Differences in Factors That Influence Feelings of Connectivity and Reasons for Giving
ProQuest LLC
Ed.D. Dissertation, University of Hartford
2013-00-00
978-1-2678-1841-6
235
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547241
2015
As Provided
JAN2020
No
National Standards
Information Security
Adoption (Ideas)
Influences
Statistical Analysis
Regression (Statistics)
Least Squares Statistics
Professional Personnel
Kiriakou, Charles M.
Dissertations/Theses - Doctoral Dissertations
English
Adoption of a comprehensive information security governance model and security controls is the best option organizations may have to protect their information assets and comply with regulatory requirements. Understanding acceptance factors of the National Institute of Standards and Technology (NIST) Risk Management Framework (RMF) comprehensive security governance framework and NIST SP 800-53 security controls will help organizations be better prepared for adoption of these standards and assist educators/trainers in tailoring content to address shortcomings in existing course material or training content. The purpose of this study was to investigate how the Unified Theory of Acceptance and Use of Technology (UTAUT) explained the relationship between the intent to adopt and actual use of NIST RMF and SP 800-53 security controls within U.S. organizations. The study was administered by soliciting participants from the Information Security Community group, a LinkedIn® social networking group dedicated to information security professionals. Analysis of the research data was conducted using Partial Least Squares regression analysis to evaluate the reliability and validity of the measures and assess the path coefficients between the latent and manifest variables. This research study reveals that social influence is a valid predictor of intention to adopt NIST RMF and SP 800-53 standards and facilitating conditions is a predictor of actual use of NIST RMF and SP 800-53 standards within U.S. organizations. However, performance expectancy, effort expectancy, and behavioral intention are not valid indicators for predicting the intention to adopt or actual use of NIST RMF and SP 800-53 standards within U.S. organizations. [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.]
ED551693
Acceptance Factors Influencing Adoption of National Institute of Standards and Technology Information Security Standards: A Quantitative Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1586-6
156
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547143
2015
As Provided
JAN2020
No
Cross Cultural Studies
Asians
Moral Values
Psychological Patterns
Deception
Guidelines
College Students
Student Responsibility
Predictor Variables
Correlation
Cultural Influences
Asian Culture
Foreign Countries
Cultural Differences
Liu, Ying
Dissertations/Theses - Doctoral Dissertations
China
United States
China
United States
English
Higher Education
Postsecondary Education
Testing an evolutionary framework, this study examined moral self-enhancement in relation to self-deception and self-construal in a cross-cultural context. The participants included 127 U.S. and 107 Chinese college students. The results demonstrated that moral self-enhancement is not a characteristic unique to individualistic ideology but rather a universal motivation. Regardless of their cultural groups and self-construal, participants tended to morally self-enhance, rating their own character and sense of responsibility significantly higher than those of other people. In addition, U.S. participants were more likely to morally self-enhance compared to their Chinese counterparts. At the individual level, strong independents demonstrated greater moral self-enhancement than did their strong interdependent peers among the U.S. participants, whereas greater moral self-enhancement was observed in strong interdependents but not strong independent in the Chinese sample. As hypothesized, self-deception as measured by "self-deceptive enhancement" (SDE) but not "impression management" (IM) stood out as a significant predictor of moral self-enhancement, supporting the evolutionary understanding that moral self-enhancement is an unconscious process intimately related to self-deception. Among Chinese participants, the association between moral self-enhancement and self-deception was found to be mediated through an inflated rating of others, which indicated a potential other-enhancement effect. On the one hand, results of this study regarding cultural differences in the demonstration of moral self-enhancement were in line with extant self-enhancement literature. On the other hand, the significant relationship between moral self-enhancement and self-deception as revealed in the study provided evidence against the claim that culture is the primary explanation for self-enhancement. Moral self-enhancement as a psychological adaptation to cooperation in the social environment has an evolutionary root. Findings of the study also suggested challenges facing current moral education practices. [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.]
ED551694
Investigating the Relation between Moral Self-Enhancement and Self-Deception: A Cross-Cultural Study of U.S. and Chinese College Students
ProQuest LLC
Ph.D. Dissertation, University of Missouri - Saint Louis
2012-00-00
978-1-2678-1851-5
93
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547247
2015
As Provided
JAN2020
No
Phenomenology
Experienced Teachers
Teacher Attitudes
Cooperative Learning
Educational Strategies
Program Implementation
Interviews
Training
Qualitative Research
Observation
Robinson, Susan Rubino
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The study's purpose was guided by the following questions: (1) What do experienced teachers perceive about cooperative learning training as it relates to their classroom teaching? (2) What do experienced teachers perceive regarding cooperative learning use as it relates to their classroom teaching? (3) What are the impacts of cooperative learning training and implementation on experienced teachers? (4) What challenges do experienced teachers face when implementing cooperative learning structures in their classrooms? The participants in this study took part in multiple cooperative learning training sessions and were then observed for six weeks using the strategies taught during training. Following the observation period, I interviewed the participants to document their perceptions about cooperative learning training and its use in their classrooms. Data analysis revealed that study participants perceived the training sessions and actual implementation of cooperative learning to be overall positive experiences. They also revealed that challenges existed with implementing cooperative learning. These implications are explored and further recommendations for administrators and school systems are discussed along with suggestions for further investigation. [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.]
ED551695
A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom
ProQuest LLC
Ed.D. Dissertation, Liberty University
2012-00-00
978-1-2678-1865-2
149
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547256
2015
As Provided
JAN2020
No
Teaching Assistants
Teacher Attitudes
Teacher Education Programs
Graduate Students
Mentors
Program Evaluation
Gender Differences
Academic Degrees
Questionnaires
Atkins-Randle, Brenda
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The study examined the adequacy of preparation that graduate teaching assistants receive before or during the pursuit of their graduate degree. Specifically, this study looked at graduate teaching assistants' perceptions of their particular programs. Additionally, this study explored how prevalent or non-prevalent TA training was before and/or during services as a Teaching Assistant, the strengths and weaknesses of training program components, the intensity of training programs, the role faculty mentoring played in TA training and the differences in perceptions based on gender and degree status (Master's versus Doctoral). The researcher was interested in identifying and assessing the adequacy of graduate teaching training programs for the purpose of improving or implementing preparation strategies for future programs. The target population for this study was graduate teaching assistants who were employed at public universities in departments of communication studies. Department heads from each university were contacted and asked to forward the survey to all graduate and teaching assistants. The questionnaire was made available through an on-line link (included within the email) formulated specifically for this study. A total of 351 surveys were returned, with 297 of the surveys from teaching assistants who received training before and/or while being in the classroom and 54 of the surveys were from teaching assistants who received no training. According to the descriptive data, 72 percent (211) of the teaching assistants who responded to the survey perceived their training program as having adequately trained them to enter the classroom. Only 27.9 percent (62) of teaching assistants did not feel they were adequately trained. [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.]
ED551696
Graduate Teaching Assistants' Perceptions of Their Preparation for Teaching in Departments of Communication Studies at Selected Universities
ProQuest LLC
Ed.D. Dissertation, Arkansas State University
2012-00-00
978-1-2678-1897-3
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547279
2015
As Provided
JAN2020
No
Trust (Psychology)
Teamwork
Computer Software
Cooperation
Computer Interfaces
Usability
Graduate Students
Professional Personnel
Visualization
Global Approach
Trainer, Erik Harrison
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Trust plays an important role in collaborations because it creates an environment in which people can openly exchange ideas and information with one another and engineer innovative solutions together with less perceived risk. The rise in globally distributed software development has created an environment in which workers are likely to have less information and lower quality information about their remote colleagues. As such, the likelihood of coordination breakdowns increases. Observers of a breakdown are more likely to erroneously attribute the cause to personal characteristics (dispositional attributions) of the persons involved, rather than characteristics of the situation (situational attributions). Data collected from globally distributed software teams show that such breakdowns can negatively impact trust between the parties involved, as well as the perceived quality of the collaboration. At the same time, software engineering research has resulted in a rich set of tools for globally distributed software developers. These tools support the smooth flow of work across remote sites by visualizing data extracted from projects. They help developers understand changes made to the system, identify experts, determine the availability of their colleagues, and track the activities of developers on whose code they depend. Synthesizing literature on trust, tools that support awareness of development activities, and visualization, this dissertation asks whether a tool can usefully support the development of trust in globally distributed teams. It presents the design of a tool called Theseus and two evaluations that assess Theseus' usefulness. In the first evaluation, Theseus' interface was analyzed using three usability inspection methods. In the second, Theseus was assessed in a laboratory experiment with 28 graduate students and 12 professional software developers. The results show Theseus is highly usable and that it has a significant effect on distributed developers' perceived trustworthiness toward others. Participants quickly became immersed in the information the tool provides. In situational conditions, Theseus resulted in higher perceived trustworthiness and more situational attributions than dispositional ones. These results support the thesis statement of this dissertation and open up interesting areas for future research, especially understanding how collaboration tools can potentially shape distributed software developers' sense of trust toward one another. [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.]
ED551697
Supporting Trust in Globally Distributed Software Teams: The Impact of Visualized Collaborative Traces on Perceived Trustworthiness
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2012-00-00
978-1-2678-1927-7
232
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547306
2015
As Provided
JAN2020
No
College Faculty
Religious Education
Christianity
Transformative Learning
Foreign Countries
Experience
Integrity
Instruction
Teacher Attitudes
Kang, Hokyung Paul
Dissertations/Theses - Doctoral Dissertations
North America
North America
English
Higher Education
Postsecondary Education
Through convenient purposeful sampling, 16 professors from North American Professors of Christian Education were recruited for this study. Through consulting key personnel in NAPCE a pool of participants were attained (n = 16). The findings from the research study revealed the elements contributing to the way that participants experienced and perceived transformative learning and faculty authenticity. Eventually, an overarching construct called "pedagogy of authenticity" was constructed. The prominent components of "pedagogy of authenticity" were identified: integrity, facilitating disorientation and relational teaching. Strategies for implication of "pedagogy of authenticity" were discussed as well. [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.]
ED551698
Perception and Experience of Transformative Learning and Faculty Authenticity among North American Professors of Christian Education
ProQuest LLC
Ph.D. Dissertation, Biola University
2012-00-00
978-1-2678-1954-3
400
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547323
2015
As Provided
JAN2020
No
Foreign Countries
Problem Based Learning
Grounded Theory
Religious Education
Teacher Education
Adult Education
Qualitative Research
Teacher Attitudes
Comparative Analysis
Lecture Method
Instructional Effectiveness
Teacher Surveys
Interviews
Lee, Sooin Tim
Dissertations/Theses - Doctoral Dissertations
South Korea
South Korea
English
Adult Education
There is a hunger for effective teacher equipping programs for adult volunteer teachers in the educational ministry of today's churches. In addition, these programs for volunteer teachers need to be well-suited for adult learners and relevant to their real-life situations. The purpose of this qualitative study is to explore the effects of Problem-Based Learning (PBL) in volunteer teacher training programs in a church in South Korea. A grounded theory study was utilized in order to compare Sunday school teachers' perceptions of the impact of traditional Lecture-Based Learning (LBL) and PBL upon their learning process. In Spring 2011, participants of this research participated in a volunteer teacher training program (total 8 weeks) primarily designed using LBL (week 1 through 4) and PBL approaches (week 5 through 8). This study utilized observations by the researcher, open-ended surveys, and interviews to collect data from the Sunday school teachers in a Korean Presbyterian church in Anyang, Korea. The collected data was analyzed through the procedures of a grounded theory study. Based on the data collected and analyzed in this study, the researcher could make hypotheses that described the participants' perceptions of PBL and their PBL experiences. First, PBL can shift the center of learning from the teachers to the learners in a Korean Sunday school teacher training program. Second, the participants of PBL will yearn to apply the PBL approaches in their own teaching contexts. Third, the unfamiliarity of PBL can be a difficulty to implement for a Korean Sunday school teacher training program in Korea. Fourth, PBL seems to require more time to complete the training sessions compared to the traditional lecture-based pedagogies. [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.]
ED551699
Problem-Based Learning in a Local Church: A Grounded Theory Study of the Korean Sunday School Teachers' Perception of the Effects of Problem-Based Learning in Teacher Education
ProQuest LLC
Ph.D. Dissertation, Biola University
2012-00-00
978-1-2678-1958-1
356
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547327
2015
As Provided
JAN2020
No
Foreign Countries
Information Technology
Democracy
Citizen Participation
Behavior Theories
Adoption (Ideas)
Intention
Attitudes
Surveys
Structural Equation Models
Least Squares Statistics
Nchise, Abinwi C.
Dissertations/Theses - Doctoral Dissertations
Africa
Africa
English
The exponential growth of the Internet and mobile phone usage in sub-Saharan Africa (SSA) within the last decade has created many different platforms for citizens' political participation. This appears to be changing the political landscape of most countries within the region as governments are increasingly held responsible for their actions. However, researchers endure an acute lack of knowledge in information technology (IT) research areas such as e-democracy and e-government that focus on the sub-Saharan African region. This study applies the Theory of Planned Behavior (TPB) to enhance the theoretical understanding of the determinants of e-democracy adoption across the culture of sub-Saharan African (SSA) countries. The researcher proposed a model that draws upon the TPB to relate individuals' inherent behavioral intentions and attitudes to environmental enabler/barriers to e-democracy adoption in SSA. The researcher conducted a systematic literature review of 158 peer-reviewed e-democracy articles, exploring the breadth of research on e-democracy, reviewing the current theoretical knowledge, and identifying critical research gaps. This review guided the researcher in developing a conceptual framework that identifies relevant constructs from the theories and hypothesizes their relationships in determining e-democracy adoption in SSA. In an effort to align the theory more closely with the empirical reality, the researcher used a quantitative broad-based survey that solicited information at the individual level of analysis from randomly selected SSA countries. Data was analyzed through a Structural Equation Modeling (SEM) technique using Partial Least Square (PLS) algorithms. Empirical results validate the long-standing notion that the adoption of e-democracy depends primarily on an individual's behavioral intentions to engage in e-democratic activities. The results render support for most of the proposed hypotheses emphasizing the role of information and communication technologies (ICTs) policies and infrastructure on e-democracy adoption. This study's major contribution is to incorporate Hofstede's (2001) cultural dimension--individualism/collectivism, power distance, and uncertainty avoidance--with the Theory of Planned Behavior (TPB) in studying e-democracy adoption. The researcher argued that the unique culture of SSA countries influenced the proposed e-democracy adoption model and moderates its key relationships. Finally, the researcher discussed the study's implications for theory and practice, concluding with several suggestions for future research and policy recommendations. [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.]
ED551700
The Nexus of Information Technology and Democracy: Theorizing e-Democracy and Citizen Participation in Sub-Saharan Africa
ProQuest LLC
Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
2012-00-00
978-1-2678-1966-6
169
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547335
2015
As Provided
JAN2020
No
Lunch Programs
Eating Habits
Mixed Methods Research
Case Studies
Elementary School Students
Age Differences
Student Characteristics
Food Service
Food
Interviews
School Personnel
Obesity
Child Health
Nutrition
Purchasing
Wilder, Amanda J.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The sale of second servings and/or a la carte purchases made by elementary students participating in the National School Lunch Program (NSLP) was investigated in this mixed methods case study. The percentage of elementary students in one school district who purchase second servings and/or a la carte items, in addition to the regularly purchased school lunch, was assessed with data disaggregated based on age and demographics. In addition, five cafeteria managers were interviewed about the process of selling extra food items to elementary age children. Results of this study indicate that a la carte sales at the elementary level are significant, with 29.53% of the elementary population purchasing a la carte food items during the period studied. In addition to a la carte sales, 18-369 second servings of main entree items were sold each day. Additionally, interviews with cafeteria managers indicated the importance of having and offering a variety of food choices to children to supplement the budget. These extra food items are a hidden phenomenon within the NSLP and the implication of the additional daily calories on childhood obesity should be carefully considered in future revisions of the Healthy, Hunger-Free Kids Act of 2010. [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.]
ED551701
Second Servings and a La Carte Sales to Elementary Children in the National School Lunch Program and Potential Implications for Childhood Obesity
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-1985-7
206
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547350
2015
As Provided
JAN2020
No
Second Language Learning
English (Second Language)
Age Differences
Nouns
Language Fluency
Syntax
Transfer of Training
Native Language
Native Speakers
Linguistic Theory
Mis, Benjamin A.
Dissertations/Theses - Doctoral Dissertations
English
Given the impossibility of withholding language from children to assess sensitive period effects on syntactic acquisition, the study of second language learning has been seen as an alternate method that can be used to understand the natural time course of language acquisition. In order to do so, both the age at which immersion is begun and the differences between the first and second languages being observed must be taken into account. The studies described herein assess age and language differences in second language acquisition to find specific areas of syntax which may pose difficulties, and to account for disagreements between those who argue that second language acquisition is affected by age and those who argue that second language fluency is likely at any age. Age seven is described here as the end of the optimal sensitive period, with those who begin learning English after that age facing reduced end state performance under certain circumstances. For instance, under some conditions second language fluency is likely, and under others it is not. The circumstances affecting the acquisition of second language syntax will be described through three types of transfer possible between the first and second language: "positive transfer," "negative transfer," and "null transfer," with the case of "null transfer" providing the greatest difficulty for later second language learners. When "positive transfer" and "negative transfer" are possible, a second language learner who begins learning after age seven may still be able to perform nearly as well as a native speaker. [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.]
ED551702
Effects of Age and Language in the Second Language Acquisition of the English Nominal
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2012-00-00
978-1-2678-1595-8
159
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547150
2015
As Provided
JAN2020
No
Standardized Tests
Scores
Public Schools
Suburban Schools
Musical Instruments
Games
Comparative Analysis
Grade 3
Grade 4
Grade 5
Elementary School Students
Influences
Music Activities
Gender Differences
Drills (Practice)
Surveys
Student Records
Hypothesis Testing
Student Participation
Reading Achievement
Language Arts
Mathematics Achievement
Science Achievement
Social Studies
Martinez, Edwin E.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
This study examines the impact of instrumental music study and group chess lessons on the standardized test scores of suburban elementary public school students (grades three through five) in Levittown, New York. The study divides the students into the following groups and compares the standardized test scores of each: a) instrumental music students b) scholastic chess players c) students who participate in both chess and music and d) students who take part in neither scholastic chess nor school music lessons. The standardized tests used are the New York State Mathematics (grades three, four, and five), English Language Arts (grades three, four, and five), Science (grade four), and Social Studies (grade five) assessments. The variables of music and chess participation are examined in the normative data of each group, along with gender and weekly instrumental music/chess practice time. Data gathering consists of surveys, teacher records, and official school reports. The primary hypothesis postulates that students who participate in weekly chess lessons and/or weekly instrumental music lessons score significantly higher on standardized tests (p < 0.05) in all assessments in all grades, with students who participate in both activities scoring the highest in all groups. The secondary hypothesis postulates that students with the most weekly practice time in chess or music have the highest New York State English Language Arts and Mathematics test scores among chess players and musicians. The results indicate that there is a small statistically significant difference (p = 0.033) in favor of students who participate in chess and/or music at the fourth grade level versus those who do not. Also, students with the highest weekly practice times and practice frequencies in music earn significantly higher test scores on the mathematics assessment (p = 0.001 and p = 0.02 respectively). There is a significant difference in gender among non-chess players/non-musicians, where girls outperform boys on the English Language Arts (p = 0.022) and boys outperform girls in mathematics (p = 0.025). However, these gender differences are not discernible in the test scores of musicians or chess players. Further research is suggested to explore the implications of these findings. [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.]
ED551703
The Impact of Scholastic Instrumental Music and Scholastic Chess Study on the Standardized Test Scores of Students in Grades Three, Four, and Five
ProQuest LLC
D.M.A. Dissertation, Five Towns College
2012-00-00
978-1-2678-2024-2
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547374
2015
As Provided
JAN2020
No
Classroom Observation Techniques
Case Studies
Qualitative Research
Educational Strategies
Principals
Teachers
Administrator Attitudes
Teacher Attitudes
Urban Schools
School Districts
Interviews
Program Implementation
Notgrass, Patty J.
Dissertations/Theses - Doctoral Dissertations
English
Principals are responsible for ensuring the effectiveness of the instructional programs, including staff development, on their campuses. Instructional leaders must utilize practices that allow them to fulfill this responsibility. This qualitative, collective case study examined the effectiveness of the three-minute classroom walk-through observation method for determining the implementation of newly learned instructional strategies by exploring the perceptions of 12 principals and 12 teachers working in a large, urban school district. Three types of data-observation data cards, post-observation conversation forms, and principal and teacher interview transcripts-were used to analyze the perceptions of the 24 participants about the three-minute classroom walk-through process. NVivo software was utilized to query data to identify reoccurring patterns and themes to determine: (1) How do principals and teachers evaluate the three-minute classroom walk-through observation method as a viable tool to determine how well new strategies have been implemented, (2) How the follow-up teacher/principal conversation(s) strengthen the implementation of the new learned strategies, and (3) How does the data triangulate to enhance confidence in the ensuing findings about the three-three- minute classroom walk-through observation method. This study found that the principals perceived the process to be a viable tool to use to determine staff development implementation. It also found that both principals and teachers perceived that the process allowed the principal to determine how well newly learned strategies were implemented and that those strategies were strengthened as a result of the process, and both perceived that the process allowed the principals to provide feedback to the teachers. The teachers perceived that they became better teachers as a result of their experience with the process. Limitations to the study resulting from the characteristics of the participants and the limits of the staff development strategies observed and recommendations for further research using other levels of principals and other types of staff development strategies were discussed. [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.]
ED551704
A Study of the Use of the Three-Minute Classrooom Walk-Through Observation Method for Determining the Implementation of New Instructional Strategies
ProQuest LLC
Ed.D. Dissertation, Dallas Baptist University
2012-00-00
978-1-2678-2032-7
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547380
2015
As Provided
JAN2020
No
Accounting
Scaffolding (Teaching Technique)
Cognitive Processes
Difficulty Level
Business Education
Outcomes of Education
Problem Solving
Scores
Kingry, Mary Ann
Dissertations/Theses - Doctoral Dissertations
English
The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely worked out accounting problems which provided the entire solution to the student to conventional accounting problems which required the student to provide a complete solution. In addition to the faded instruction using completion problems, students had answer explanations which provided an explanation of the required accounting concepts and how they interrelated to answer the problem. The results of the study indicate that the treatment group had higher percent increase scores than did the control group. To further analyze the data, the researcher divided the control group and treatment group into lower and higher prior knowledge groups. Students in the lower prior knowledge treatment group outperformed students in the higher prior knowledge treatment group, students in the lower prior knowledge control group, and students in the higher prior knowledge control group. When considered together, these findings suggest that the instructional treatment had a positive effect on student performance in accounting principles instruction and students with a lower prior knowledge of accounting benefited the most from the instructional fading using completion problems instructional treatment. [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.]
ED551705
An Investigation of the Impact of Instructional Fading Using Completion Problems on Student Performance in Principles of Accounting Instruction
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2107-2
119
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547437
2015
As Provided
JAN2020
No
Elementary School Teachers
Pedagogical Content Knowledge
Technology Integration
Qualitative Research
Case Studies
Technological Literacy
Barriers
Lewis, Delilah Holley
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one hand-held technology across content areas. Specifically, the researcher focused on teachers' technological pedagogical knowledge; technological content knowledge; and technological, pedagogical, and content knowledge. The researcher also addressed teachers' perceptions of barriers and supports for integrating one-to-one technology within the context of a technology-enhanced environment. Data were collected through interviews and observations from nine elementary classroom teachers. The school's technology resource teacher was interviewed, adding to the data collected from the classroom teachers. The conclusions reached by this study suggest that although teachers identified perceived barriers for integrating one-to-one technology, the technology resource teacher provided model lessons for integrating technology across content areas which provided support for teachers, thus enhancing teachers' technological, pedagogical, and content knowledge within a one-to-one technology-enhanced computing environment. [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.]
ED551706
Enhanced One-to-One Technology Integration through Elementary Teachers' Technological, Pedagogical, and Content Knowledge
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2112-6
187
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547440
2015
As Provided
JAN2020
No
Alumni
Private Financial Support
Influences
Black Colleges
Case Studies
Experience
Attitudes
Motivation
Roy-Rasheed, Lupita D.
Dissertations/Theses - Doctoral Dissertations
United States (South Central)
English
Higher Education
Postsecondary Education
This research project was a study of the philanthropic behavior of local alumni donors at two historically Black colleges and universities (HBCUs) in the South Central Region. Specifically, the research explored HBCUs' local alumni donors' experiences, perceptions, triggers, and motivations and how these factors influence alumni giving. This research provides senior-level administrators with a body of literature that guides the development of fundraising strategies for understanding the experiences, perceptions, triggers, and motivations of local alumni donors, and the research can help shape the fundraising policies and practices of these institutions. This research also has practical implications for interactions between HBCUs and their alumni, including how to motivate nondonors and nonlocal donors to contribute financially. The findings of this study provide the groundwork for future research on HBCUs' local alumni donors. As a result, the following recommendations for future research are made. Additional research should be conducted regarding the roles and responsibilities of HBCU presidents and development officers as it relates to the philanthropic process of alumni donors. This additional research should include the review of existing theories to confirm the findings. Conduct studies on the institutional and theoretical implications of culture on alumni giving and how a downturn in the economy has shifted HBCUs' fundraising priorities to private sources, particularly alumni donors. Last, research the practices used by HBCUs to educate their alumni on Black philanthropy and whether alumni giving at these institutions increases based on educating their alumni donors. [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.]
ED551707
Alumni Giving: A Case Study of the Factors That Influence Philanthropic Behavior of Alumni Donors of Historically Black Colleges and Universities
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1605-4
198
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547160
2015
As Provided
JAN2020
No
Data Collection
Visualization
Spatial Ability
Data Analysis
Geographic Information Systems
Metadata
Preschool Children
Geographic Location
Movement Education
Li, Xun
Dissertations/Theses - Doctoral Dissertations
English
This dissertation addresses the research challenge of developing efficient new methods for discovering useful patterns and knowledge in large volumes of electronically collected spatiotemporal activity data. I propose to analyze three types of such spatiotemporal activity data in a methodological framework that integrates spatial analysis, data mining, machine learning, and geovisualization techniques. Three different types of spatiotemporal activity data were collected through different data collection approaches: (1) crowd sourced geo-tagged digital photos, representing people's travel activity, were retrieved from the website Panoramio.com through information retrieval techniques; (2) the same techniques were used to crawl crowd sourced GPS trajectory data and related metadata of their daily activities from the website OpenStreetMap.org; and finally (3) preschool children's daily activities and interactions tagged with time and geographical location were collected with a novel TabletPC-based behavioral coding system. The proposed methodology is applied to these data to (1) automatically recommend optimal multi-day and multi-stay travel itineraries for travelers based on discovered attractions from geo-tagged photos, (2) automatically detect movement types of unknown moving objects from GPS trajectories, and (3) explore dynamic social and socio-spatial patterns of preschool children's behavior from both geographic and social perspectives. [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.]
ED551708
Spatiotemporal Data Mining, Analysis, and Visualization of Human Activity Data
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2113-3
193
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547441
2015
As Provided
JAN2020
No
Elementary School Teachers
Teacher Attitudes
Educational Practices
Reaction Time
Decision Making
Beliefs
Classroom Techniques
Correlation
Statistical Analysis
Mays, Faye Jeanette
Dissertations/Theses - Doctoral Dissertations
Personal Beliefs Inventory
Teacher Practices Inventory
English
Elementary Education
Teachers' knowledge, goals, beliefs, and decision-making activities were explored individually and combined relative to their philosophical beliefs and practices in the elementary classroom setting in response to unforeseen interruptions. Schoenfeld's Theory of Teaching-in-Context and Brown's "The Experimental Mind in Education" were used as the framework for the study. The theory focused on the interaction of teachers' knowledge, goals, beliefs, and decision-making actions to understand why teachers do what they do when they are engaged in teaching. Brown's Personal Beliefs Inventory/Teacher Practices Inventory instrument was used to explore the relationship of teachers' philosophical beliefs and teacher practices relative to teachers' reaction time (in seconds) in response to an unforeseen interruption. This research was a quantitative study utilizing a correlation design to determine the extent of the influence teachers' philosophical beliefs and teacher practices have in relation to teachers' reaction time (in seconds) to unforeseen interruptions in the classroom. Thirty teachers agreed to participate in the study. Each teacher completed a written survey and received an application of an unexpected interruption to their regularly planned classroom activity. Trained observers visited the classrooms of the participants unannounced and purposefully dropped a large collection of papers with a small verbal commotion. The observers annotated the amount of time teachers used in response to addressing the disturbance. Teachers' knowledge, goals, beliefs, and decision making actions are components of philosophical beliefs and were found to influence reaction time when philosophical beliefs were correlated with reaction time (in seconds) to unforeseen interruptions in the elementary classroom setting. Teachers' philosophical beliefs total scores were then combined with teacher practices and found to influence reaction time when philosophical beliefs and teacher practices were correlated with reaction time (in seconds) to unforeseen interruptions in the elementary classroom setting. Findings from this study imply teachers' philosophical beliefs influence their reaction time to classroom interruptions. Findings also implied that reaction time decreased for veteran teachers when teachers' philosophical beliefs and teacher practices were combined. [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.]
ED551709
Exploring Relationships between Teachers' Philosophical Beliefs and Practices Relative to Unforeseen Interruptions in Elementary Classroom Instruction
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2118-8
123
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547443
2015
As Provided
JAN2020
No
Telecommunications
Privatization
Equipment
Ownership
Efficiency
Government Role
Industry
Developing Nations
Guidelines
Competition
Public Policy
Incentives
Economic Factors
Research
Literature Reviews
Ngwa, Oneurine B.
Dissertations/Theses - Doctoral Dissertations
English
In recent years, privatization has been a growing phenomenon in Sub-Saharan Africa. It is viewed as an instrument used by the public sector to reduce the role of the state in the economies while enhancing the scope of private ownership and participation of goods and services (Akram et al, 2011). Researchers have noted that the telecommunication industry is one of the sectors that have largely been privatized (Wallsten & Walcott, 2001; Amulya & Anand, 2012; and Akram et al, 2011). With regards to the emerging global information and communication age, efficient and effective telecommunication infrastructure is a necessary tool for an efficient transnational trade, financial services, manufacturing and other economic activities. As a result, governments of developing countries have been faced with the challenge of having to substitute outdated telecommunication systems with modern equipment. Most countries have introduced private sector management in their telecommunication service industry. A growing number of studies have attempted to evaluate the impact of a shift in the ownership structure on the efficiency of the telecommunications service sector (Wallsten, 2001; Sumbwanyambe, 2011; Williams et al, 2011). This study provides an analytical framework to examine how privatization of telecommunication affects its effectiveness. The effectiveness of the telecommunications service sector is likely impacted by factors other than ownership. These include the competitive structure of the market, the effectiveness of the regulatory framework, and the availability of other communications means. To improve on the telecommunication sector, policy makers should make sure the proper sets of enforceable incentives are in place. In this proposed dissertation research the author conducts a systematic review of 147 articles on telecommunication privatization. This review will help the researcher to analyze the progress of a specific stream of research, answer specific research questions and make recommendations for future research. This is followed by a thorough methodology and research plan. [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.]
ED551710
Assessing the Impact of Privatization Policy on Telecommunications Sector Effectiveness and Economic Activity in Sub-Saharan Africa
ProQuest LLC
Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
2012-00-00
978-1-2678-2126-3
154
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547449
2015
As Provided
JAN2020
No
Foreign Countries
Computer Security
Internet
Criminals
Information Technology
Crime Prevention
Structural Equation Models
Policy Formation
Akuta, Eric Agwe-Mbarika
Dissertations/Theses - Doctoral Dissertations
Cameroon
Cameroon
English
The past decade has projected much of Africa as a haven for cybercrime perpetration. This view was widely evidenced in Cameroon, a country regarded as a miniature Africa due to its diverse socio-cultural, economic and political characteristics. In spite of efforts by government to curb cybercrime, the perpetration rate has not declined due to a rapid increase in Internet connectivity, of which criminals have taken great advantage of. To mitigate the effects of criminal activity, the government and foreign partners put together measures to fight cybercrime. While these measures are currently being implemented and others sought, no effort has been made to investigate the contribution that cybercrime perpetrators themselves can add to solve this problem. This study investigated the perception of cybercrime perpetrators on the antecedents to combat cybercrime in Cameroon and reasons for these perceptions. To procure these perceptions, this study reviewed related literature on existing measures in Cameroon and other Sub-Saharan African countries. A Perpetrators' Centered Strategic Cybercrime Prevention Model (PCSCPM) modified from the Situational Crime Prevention Model was adopted. Three conceptual models (Cost Element, Benefit Element and Justification Element) that identify applicable indicators were developed. Four main hypotheses (Perceived Risk, Perceived Effort, Anticipated Rewards and Excuse Committing) were used to establish the interrelationships that exist between the constructs and the rate of cybercrime perpetration. An empirical survey that targeted perpetrators was designed and responses used to test the research model and answer research questions. Using the Structural Equation Model (PLS), the study found that the overall model accounted for 63% of the rate of cybercrime perpetration in Cameroon. Perpetrators perceived that if policy makers and administrators enacted specific laws and took practical steps that increased the perceived risk of engaging in cybercrime; increased the perceived effort involved in committing cybercrime; and reduced the anticipated rewards from cybercrime perpetration, the rate of cybercrime perpetration would plummet. Perpetrators also thought that the excuses advanced for committing cybercrime did not influence their decision on whether or not to engage in cybercrime perpetration. The study was concluded with an insight of some implications for future research, practice and policy implementation recommendations. [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.]
ED551711
An Exploratory Multi-Method Analysis of Cybercrime Perpetrators' Perceptions to Combat Cyber Crime in Sub Saharan Africa: The Case of Cameroon
ProQuest LLC
Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
2012-00-00
978-1-2678-1624-5
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547175
2015
As Provided
JAN2020
No
Teacher Attitudes
Teacher Administrator Relationship
Administrator Effectiveness
Principals
Questionnaires
Administrator Attitudes
School Districts
Surveys
Statistical Analysis
Self Evaluation (Individuals)
Elementary School Teachers
Middle School Teachers
Secondary School Teachers
Correlation
Scores
Administrator Behavior
Instructional Leadership
Organizational Climate
Siddiqi, Javaid Edward
Dissertations/Theses - Doctoral Dissertations
Virginia
Minnesota Satisfaction Questionnaire
Virginia
Minnesota Satisfaction Questionnaire
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
The purpose of the study was to examine the relationship between principals' sense of achievement and teachers' perceptions of their principals' leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District's Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district's annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District's Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals' leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals' sense of achievement and the teachers' perceptions of their principals' leadership behaviors. The data revealed that there was no statistically significant relationship between teachers' perceptions of their principals' leadership behaviors and principals' sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other. [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.]
ED551712
Relationship between Principals' Sense of Achievement and Teachers' Perceptions of Their Principals' Leadership Behaviors
ProQuest LLC
Ph.D. Dissertation, Virginia Commonwealth University
2012-00-00
978-1-2678-2144-7
105
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547459
2015
As Provided
JAN2020
No
Student Evaluation
Feedback (Response)
Portfolio Assessment
Writing Evaluation
Teacher Student Relationship
Feminism
Reflective Teaching
Sikorski-Julier, April Zosia
Dissertations/Theses - Doctoral Dissertations
English
This study is my attempt to consciously reflect on what is at hand in one student's work. I set out to learn about how students react to responses they receive. As I read portfolios at the end of the semester, Sapphrikah chose me through her amazing ability to consciously reflect and grow as a writer, activist, and womyn. By examining Sapphrikah's work, I learned about how my teaching hindered her development as a writer. I also learned what Sapphrikah respects in response and responders, valuable insight that helps me construct classrooms that facilitate these valuable writer/responder relationships for future students. Sapphrikah's conscious reflection taught both of us a similar lesson, one I would have missed if I hadn't decided to investigate my curiosities about student interpretation of response. Studying Sapphrikah's writing, responding, and reflecting enabled both of us to realize that we need to temper our "feminist fury" if we hope to communicate our truths to others. Throughout the class, Sapphrikah became a friend. Throughout my research, Sapphrikah became my teacher. If she can be a friend and a teacher, she is a person. As such, she is more than the necessary vehicle for gathering the data" about "language development, or concept formation or problem solving or reading" (Carini 2001 p. 5). Sapphrikah as a person--her "continuousness with herself"--drives my inquiry. Describing her writing and experiences enables me to learn about my teaching, my research, and my life. Instead of making her the object of my study, I envision Sapphrikah as the subject, the person I observe in order to learn about teaching, writing, and life. [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.]
ED551713
Listening to Students & Answering the Call: One Woman's Writing, Responding, and Reflecting
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-2145-4
273
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547460
2015
As Provided
JAN2020
No
Higher Education
College Faculty
Success
Teacher Responsibility
School Personnel
Extension Agents
Land Grant Universities
School Community Relationship
Mixed Methods Research
Likert Scales
Online Surveys
School Policy
Reports
Documentation
Statistical Analysis
Coding
Outreach Programs
Teacher Collaboration
Skolaski, Jennifer Pauline
Dissertations/Theses - Doctoral Dissertations
Georgia
Wisconsin
Georgia
Wisconsin
English
Higher Education
Postsecondary Education
Purpose: The purpose of this research is to better understand the identity and work of academic and extension staff who have boundary spanning responsibilities. The results will help universities, especially public land-grant universities with an outreach mission, to create stronger policies and systems to support boundary spanning staff members as employees and professionals. Participants: The study sample included 832 academic and Cooperative Extension staff (specialists, and non-tenure faculty) from three different land-grant institutions. All participants worked with external community members, and were identified and recruited by their university's representative of The Research University Civic Engagement Network (TRUCEN). These representatives sent an email of interest to possible participants who may self-identify as boundary spanners. Methods: This study used mixed methods to address the research questions. Data were collected though an online survey that included both Likert-type (agree/disagree) as well as open-ended questions; review of institutional policies, procedures, annual reports, historical documents, and other miscellaneous materials that gave additional insight into the institutional system; and a post-survey member check with an academic staff organization at one of the participating institutions. Response rates for academic staff and Cooperative Extension varied across the three institutions. MSU had the highest response rates with a total of 13% (academic staff 18%, extension staff 11%), then UG with a total of a 8% response rate (academic staff 10%, extension staff 7%), and UW had the lowest response rate with a total of 7% (academic staff 6%, extension staff having 5%). Consequently, all analyses considered both main effects and interactions. Survey items were analyzed using Qualtrics and SPSS. ANOVAs and chi-square tests were conducted to test for main effects of university (UW, UG, and MSU) and respondent's role (Cooperative Extension or academic staff) and two-way interactions (university by role). Significant effects were followed with post-hoc tests. Qualitative survey data were analyzed using Boyatzis' (1998) thematic coding process. Data from the supplemental information review were transcribed and compared, and data from the post-survey member check were transcribed and used as supplement quotations. Findings: Boundary spanning is a technique of outreach that bridges the gap between higher education and communities. The results of this study address how universities can better support boundary spanning by describing the identity of academic and extension boundary spanners, the work that staff do, the challenges they face, how staff feel they are treated, and how staff feel their work is viewed. The relationships between academic and extension staff and the three universities are examined. Two main effects were found, an extension effect and University of Georgia effect. While statistically significant, both effects need further research to better understand why each group consistently scored higher than their counterparts. Conclusions: Through the survey results and input from staff who participated in this research, five suggestions are offered to universities on how they can better support boundary spanning staff. The results of this research can serve as models for other university and extension systems on how to better support boundary spanners within their institutions. [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.]
ED551714
Boundary Spanning in Higher Education: How Universities Can Enable Success
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-2147-8
258
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547461
2015
As Provided
JAN2020
No
United States History
American Indians
American Indian History
Textbooks
Textbook Content
Content Analysis
Textbook Selection
History Instruction
Critical Theory
Race
Racial Bias
Females
Social Bias
Acculturation
Padgett, Gary
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation. Colonization and assimilation can been seen in the depiction of American Indians as a part of nature, the homogenization of American Indian religion, the portrayal of elders as unnecessary, the exclusion of American Indian role models, and the use of Western socioeconomic models rather than indigenous ones. [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.]
ED551715
A Critical Case Study of Selected United States History Textbooks from a Tribal Critical Race Theory Perspective
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-1640-5
225
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547189
2015
As Provided
JAN2020
No
Distance Education
Interaction
Teaching Methods
Satisfaction
School Holding Power
Online Courses
Public Colleges
Undergraduate Students
Graduate Students
Student Surveys
Statistical Analysis
Influences
Wise, Teresa Lee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Distance learning classes are on the rise. Some colleges and universities have high retention rates, but others do not. The keys to creating effective online courses are student satisfaction and retention. This quantitative study surveyed 73 students who had completed at least one online course at a small Florida public university that offers various degrees at the undergraduate and graduate levels. The survey explored the factors that influence student retention and satisfaction in online courses and the ways that instructional strategies and interaction influence retention and satisfaction in online courses. Data analysis revealed that there are no factors that significantly influence student retention and satisfaction in online courses, and instructional strategies and interaction do not significantly influence retention and satisfaction in online courses. The mean scores in instructional strategies and interaction were higher for those students who never dropped an online course. This fact could mean that those students who had never dropped an online course were influenced by instructional strategies and interaction and were satisfied with their online courses; therefore, these students remained in their online courses. [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.]
ED551716
The Influence of Interactivity and Instructional Strategies on Retention and Satisfaction in Distance Learning Environments
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-2159-1
85
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547468
2015
As Provided
JAN2020
No
Intervention
Instructional Effectiveness
Oral Reading
Accuracy
Reading Rate
Reading Fluency
Grade 2
Grade 3
Reading Instruction
Correlation
Elementary School Students
Szadokierski, Isadora Elisabeth
Dissertations/Theses - Doctoral Dissertations
English
Grade 2
Primary Education
Elementary Education
Early Childhood Education
Grade 3
The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis (BEA) to determine whether each participant responded best to an acquisition or a proficiency intervention package. Analyses indicate significant baseline differences between students who responded to each intervention package. Moreover, accuracy and rate have a positive correlation with proficiency intervention effectiveness and a negative correlation with acquisition intervention effectiveness. Predictive models and potential accuracy and rate cut scores for making intervention decisions were also investigated. [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.]
ED551717
Predicting Intervention Effectiveness from Oral Reading Accuracy and Rate Measures through the Learning Hierarchy/Instructional Hierarchy
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-2184-3
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547491
2015
As Provided
JAN2020
No
Bibliotherapy
Childhood Attitudes
Augmentative and Alternative Communication
Grade 1
Attitudes toward Disabilities
Peer Acceptance
Outcomes of Treatment
Kanarowski, Elizabeth Ann
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
This study investigated the effects of a single bibliotherapy intervention on the attitudes of first grade children toward peers who use augmentative and alternative communication (AAC). Seventy-one children, ages 6 and 7, participated in either (a) the experimental group, where they heard and discussed a book that featured a child who used AAC, or (b) the control group, where they heard and discussed a book featuring a child who did not use AAC. Participants then completed the AAC Acceptance Scale for Children. Postintervention, the experimental group demonstrated significantly more negative attitudes in the affective and behavioral domains of attitude. Findings suggest the importance of teacher education about the efficacy of single use bibliotherapy, and the need for future research regarding elimination of attitudinal barriers toward individuals who use AAC. [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.]
ED551718
The Influence of Bibliotherapy on Children's Attitudes toward Peers Who Use Augmentative and Alternative Communication
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2678-2225-3
124
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547509
2015
As Provided
JAN2020
No
Bullying
Christianity
Religious Education
Peer Relationship
Elementary School Students
Secondary School Students
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Gender Differences
Age Differences
Statistical Analysis
Questionnaires
Statistical Significance
Computer Mediated Communication
Educational Environment
Verbal Communication
Aggression
Hazeltine, Brian
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Secondary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Grade 8
Grade 9
High Schools
Grade 10
Bullying is a problem that has been studied in schools worldwide, but there is little research on bullying within Christian schools, a dearth which may stem from the assumption that Christian schools teach character traits that are inimical to bullying. Yet understanding the extent and nature of bullying in Christian schools may lead to a better understanding of ways to address the problem in all schools. Guided by social identity theory, which allowed for a focus on moral and character development, this study examined the extent and nature of bullying among 347 students, Grades 3 through 10, in a Christian school. Research questions addressed differences in bullying behaviors related to gender, grade, and the number of years a student has attended a Christian school. Data were analyzed from responses to the Olweus Bullying Questionnaire. Factorial ANOVA, chi-square, and t tests indicated statistically significant differences in bullying behaviors based on gender and grade but not on years attending the school. Results indicated that girls were bullied more frequently and by means of exclusion, rumors, sexual comments, and cyber bullying. Boys were more likely to bully than girls, and boys bullied primarily in physical ways and used racial comments more often than did girls. Bullying decreased from elementary to high school grades. The results of this study may promote positive social change by alerting Christian school educators to the problem of bullying in their schools, and by assisting all educators in developing grade- and gender-specific programs to minimize the problem of bullying generally. [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.]
ED551719
The Extent and Nature of Bullying in a Christian School
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-2258-1
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547523
2015
As Provided
JAN2020
No
Self Control
Writing (Composition)
Elementary School Students
Emotional Disturbances
Behavior Disorders
Special Education
Writing Strategies
Student Behavior
Essays
Time on Task
Intervention
Writing Instruction
Instructional Effectiveness
Interviews
Pannell, Ronald Howard
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This investigation examined the effects of self-regulated strategy development (SRSD) on the written expression of students with emotional and behavioral disabilities (EBD). The target students for this study were elementary students who receive special education services under the category of EBD. An AB Multiple Baseline Design (i.e., Baseline, Intervention) across participants was used to document the effectiveness of SRSD through the implementation of a writing strategy: POW + TREE. Dependent variables including numbers of on-task and off-task behaviors, and the quality of written essays based on the number of words, number of transition words, mean holistic scores, and time on task were measured. The outcome results of SRSD on written expression through the POW + TREE writing strategy indicated that performance on writing persuasive essays improved from baseline through the intervention phase. Students were more willing to write after learning the strategy and were on-task more consistently from baseline through intervention phases. Additionally, the improvement was maintained during the immediate maintenance phase. Although students improved in their ability to write a persuasive essay, the overall magnitude of improvement was not substantial. Generalization of the strategy was also assessed in the content areas of social studies and science. Furthermore, all students were interviewed in order to gain their perspectives on strategy instruction. [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.]
ED551720
The Effects of Self-Regulation Strategy Development on Written Expression of Students with Emotional/Behavioral Disabilities
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-1641-2
215
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547190
2015
As Provided
JAN2020
No
Case Studies
Labeling (of Persons)
Social Discrimination
Minority Group Students
Emotional Disturbances
Student Experience
Interviews
Questionnaires
Participant Observation
Parents
Teachers
Administrators
Paraprofessional School Personnel
Attitudes
Franklin, Laura O.
Dissertations/Theses - Doctoral Dissertations
English
Stigma is a social construct and a process of social rejection, devaluation and discrimination (Brown et al., 2010, p.351). The stigmatization of students who carry multiple labels does occur. When those labels are Culturally and Linguistically Diverse (CLD) and Emotional Disturbance (ED), the perceived process of stigmatization may be difficult for the individual student to express. The purpose of this research was to describe the process of stigmatization of an individual student from the perceived beliefs of those individuals closest to the student. However, the intended outcomes were not as in-depth and rich as the resulting data. Through a case study methodology, the perceptions and perspectives of the educational team (parent, teacher, administrator and paraprofessional) that supports a student who is CLD and ED were delved into. How these individuals who surround the student perceive the process of stigmatization and of what is happening to the student's perceived abilities and limitations was described. This researcher observed and described much more than only one aspect of the process of stigmatization. The multiple realities, varying accounts of what is happening around a student who is labeled CLD and ED, were composed together to create a whole picture of one student's experience with the dual labels of CLD and ED. This collection of voices to describe an individual life experience is what is needed to be added to the literature in order to begin asking questions about how we perceive the abilities and possibilities of all students in our educational systems. Data was collected through open-ended interviews, follow-up interviews, teacher and parent questionnaires, participant observation, and documentation. An open-ended interview or non-structured interview offered more extensive and richer material than data from a survey (Yin, 2012). It allowed for the individual participants to narrate their experiences and tell their story, and through their voice, ultimately the story of the student was created. The narrative text was analyzed for its content and findings presented for the reader to engage with and make his or her own meaning. [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.]
ED551721
A Descriptive Case Study of Stigma: Constructing Labels of Culturally Linguistically Diverse and Emotional Disturbance
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4014-1
265
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548519
2015
As Provided
JAN2020
No
Systems Approach
Computer Games
Concept Mapping
Cognitive Processes
Video Games
Interaction Process Analysis
Educational Games
Feedback (Response)
Nontraditional Education
Causal Models
Ross, Joel
Dissertations/Theses - Doctoral Dissertations
English
Assessing people's understanding of the causal relationships found in large-scale complex systems may be necessary for addressing many critical social concerns, such as environmental sustainability. Existing methods for assessing systems thinking and causal understanding frequently use the technique of cognitive causal mapping. However, the logistics of this methodology may miss valuable and informative indicators of reductionist and linear thinking, both of which conflict with systems understanding. This dissertation explores how interactive computer systems can aid in the assessment of causal understanding, allowing educators to perform more in-depth analysis of how subjects engage with the process of causal mapping. In addition, it considers how computer games as a particular form of interactive system may be able to support assessment. Games are framed as effectively supporting learning and education and although assessment is a key component of education, the use of video games for performing assessment is under-explored. To address these topics, I present a prototype interactive game system based on Plate's (2006) framework for assessing causal understanding through cognitive causal mapping. I tested this prototype in a user study with both student and non-student subjects. Through this study, I found that evaluating the structural forms of causal maps created in an interactive system can suggest the presence of reductionist thinking, while the sequence of causal map construction can indicate the presence of linear thinking. Furthermore, I found that although games as interactive systems can be effective in enabling learning, they may be less readily effective in supporting stand-alone assessments due to requiring an "a priori" understanding of the complex game system used in assessment, as well as traditional educational assessment contexts not supporting the forms of feedback critical to game-based learning. These results indicate how the linear narratives prominently found in both education and games may interfere with effective systems thinking. This dissertation thus suggests that educators in both formal and informal education contexts should consider alternative, non-narrative curricula and games for teaching and assessing causal understanding of complex systems. [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.]
ED551722
Assessing Understanding of Complex Causal Networks Using an Interactive Game
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2013-00-00
978-1-2678-3634-2
269
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548343
2015
As Provided
JAN2020
No
Educational Technology
Engineering Education
Secondary Education
Curriculum Development
Man Machine Systems
State Standards
National Standards
Alignment (Education)
Design
Usability
Qualitative Research
Statistical Analysis
Riojas, Mario
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
Secondary Education
The significance of teaching the basics of engineering education in middle- and high-schools is generally acknowledged by policy makers, teachers and researchers in the U.S.A. as well as a number of developed and developing countries. Nevertheless, engineering topics are rarely covered by precollege curriculums. A key contributing factor is that engineering hinges on the usage of technology to expose learners to fundamental concepts otherwise difficult to demonstrate. For example, learning the concepts of systems' design, optimization, and trade-offs can be a challenging task when teachers and students limited access to tools to practice their engineering knowledge. Thus, a deficiency of operational learning technologies for diverse precollege environments affects the availability of engineering learning experiences. The aim of this dissertation is to unveil the relationships between influential factors for the advancement of precollege engineering education. We proposed a framework for the development of curriculum and technology derived from analyzing design issues from the perspective of multiple entities encompassing a broad of stage holders including students, teachers and technology developers. Several influential factors are considered including human-computer interaction issues, the problem of a digitally divided population and the lack of engineering curriculum that reconciles precollege engineering education with state and national educational standards. The findings of this dissertation are based on quantitative and qualitative research performed during a four year span working with five local schools in the Tucson Unified School District. [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.]
ED551723
Towards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologies
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-2285-7
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547538
2015
As Provided
JAN2020
No
Deafness
Metacognition
Teaching Methods
Learning Strategies
Reading Instruction
Reading Comprehension
Oral Reading
Direct Instruction
Protocol Analysis
Validity
Intervention
Teacher Attitudes
Instructional Effectiveness
Hearing Impairments
Benedict, Kendra M.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed. [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.]
ED551724
Instruction in Metacognitive Strategies to Increase Deaf and Hard of Hearing Students' Reading Comprehension
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-2293-2
125
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547542
2015
As Provided
JAN2020
No
Single Sex Classes
Coeducation
Statistical Analysis
Comparative Analysis
Biology
Gender Differences
Classroom Environment
Rural Schools
High Schools
Grade 9
High School Students
Teaching Conditions
Science Education
Secondary School Science
Jones, Susan George
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
During the 2009-10 school year, 42% of the students failed the biology segment of the EOCT, which affected not only the final grades of these students, but also overall school accountability. These results instigated some questions about the factors associated with students' success in biology; some of those factors related to the merit of single- versus mixed-gender classes. The purpose of this quantitative comparative study was to determine whether students attending single-gender biology classes taught by teachers of their own gender earn higher overall semester averages, as well as higher scores on the biology segment of the Georgia End of Course Test (EOCT), than do students attending mixed-gender classes. A rural high school located within the southeast region of the state of Georgia served as the study site. Social learning theory and social cognitive theory provided the conceptual framework of the study. The scores and semester averages of 84 ninth-grade students were analyzed using both descriptive and inferential statistics, specifically the independent t test. In comparison to mixed-gender classroom structures, classrooms that were led by female instructors with female students generated higher means in both semester averages as well as the biology segment of the EOCT; however, these differences were not statistically significant. Despite the nonsignificant findings, single-gender classes continue to present merit, especially for reducing teacher "burnout" and involving a greater number of girls entering science influenced careers. As long as a gender gap exists within the fields of science and mathematics, more research is needed so all students have the opportunity to achieve their maximum potential within the sciences, both academically and throughout their careers, regardless of their gender. [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.]
ED551725
The Effects of Single-Gender Classes on Academic Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-2335-9
85
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547569
2015
As Provided
JAN2020
No
Literacy
Intervention
Academic Achievement
Student Behavior
High School Students
Urban Schools
Program Effectiveness
Reading Instruction
Correlation
Reading Improvement
Martinez, Steven
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
The purpose of this study is to determine the impact of a literacy intervention program on student achievement and behavior at two urban high schools. Two groups were identified and the sample was a convenience sample for this study. One group of students is not enrolled in the intervention program, while the other group of students is enrolled in the literacy intervention program. The study will examine the correlation between improved reading ability, academic achievement, and student behavior. Student achievement is defined by credits earned towards graduation, A-G credits earned, and results of the California Standardized Test and California High School Exam. Student behavior is defined by student attendance and suspension data. The literacy intervention program used in this study was structured to provide research-based instructional strategies to improve reading and is aligned to the scientific-based reading research which incorporates the five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and reading comprehension). The primary foci of this study are those students deficient in reading who lacked grade-level reading skills and the impact of a literacy intervention program on these students over one academic year. [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.]
ED551726
The Impact of a Literacy Intervention Program on Student Achievement and Behavior at Two Urban High Schools
ProQuest LLC
Ed.D. Dissertation, California State University, Fresno
2012-00-00
978-1-2678-2341-0
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547573
2015
As Provided
JAN2020
No
Organizational Change
Technology Integration
Information Technology
Manufacturing Industry
Success
Failure
Administrator Attitudes
Phenomenology
Interviews
Williams, Gloria S.
Dissertations/Theses - Doctoral Dissertations
English
Mergers and acquisitions have historically experienced failure rates from 50% to more than 80%. Successful integration of information technology (IT) systems can be the difference between postmerger success or failure. The purpose of this phenomenological study was to explore the entropy phenomenon during postmerger IT integration. To that end, a purposive sample of 14 midlevel and first-line managers in a manufacturing environment was interviewed to understand how the negative effects of entropy affect the ultimate success of the IT integration process. Using the theoretical framework of the process school of thought, interview data were iteratively examined by using keywords, phrases, and concepts; coded into groups and themes; and analyzed to yield results. The data indicated that negative entropy factors were associated with the postmerger integration process. Participants' perception of loss emerged as a central theme for employees from both sides of the merger. A majority of the participants perceived entropy in terms of loss similar to the loss of a family member. The findings may contribute to social change by providing a framework for merger integration managers to mitigate the negative effects of entropy and facilitate a successful IT integration outcome. Successful mergers increase shareholder value and customer satisfaction, which strengthen the company's financial condition. A financially stable company will be in a better position to provide a positive contribution to the surrounding community, offer stable employment opportunities, and sponsor corporate social responsibility programs. [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.]
ED551727
Entropy in Postmerger and Acquisition Integration from an Information Technology Perspective
ProQuest LLC
D.B.A. Dissertation, Walden University
2012-00-00
978-1-2678-3291-7
164
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548092
2015
As Provided
JAN2020
No
Adult Students
Student Characteristics
Student Attitudes
College Students
Student Personnel Services
Student Surveys
Mixed Methods Research
Likert Scales
Student Experience
Interviews
Rollins, Dani J.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
Limited research is devoted to the transitional process of adult students to the traditional university environment. Considering the incredible numbers of adults projected to return to higher education and/or entering a college or university program for the first time, it behooves institutions of higher learning to invest in the success of adult students. The attrition rate for adult learners has been much higher than that of traditionally aged students, with an average dropout rate of 56.6% at two-year institutions and 49.9% at four-year institutions (Noel-Levitz, 2008). This study utilized survey responses to identify factors that have contributed to the successful transition of adult students to the traditional university environment, as well as offering adult students the opportunity to make recommendations on student services that may assist University X in being more adult-learner friendly. This study examined the characteristics of adult students transitioning to a traditional university setting as well as examining their impressions of the services offered at the university after having completed one full academic year of study. A mixed-method survey was utilized, including Likert-scaled questions and open-ended response options allowing students to describe experiences in their own words. The surveys were distributed electronically to all adult students enrolled (either full time or part time) at the university for the spring 2011 semester; follow-up interviews with students were also conducted. The study revealed that adult students found the transition to be somewhat more frustrating than expected. The study also revealed that adult-learners were frustrated by the university's refusal to embrace experiential over theoretical learning, and to a lesser extent its lack of flexibility in course design and delivery. In terms of student services, the adult-learners in this study valued dedicated physical space over other student services, and were concerned less by the cost of tuition than the cost of textbooks and other fees. [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.]
ED551728
Characteristics of Adult Students Transitioning to a Traditional University and Perceptions of Student Services
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4052-3
121
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548536
2015
As Provided
JAN2020
No
Qualitative Research
Two Year College Students
Females
Womens Education
Adult Students
Rural Schools
Online Courses
Student Attitudes
Student Experience
Student Motivation
Expectation
Identification (Psychology)
College Faculty
Educational Technology
Role
Hetzel, Lisa C.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Adult Education
The purpose of this qualitative study was to explore how adult college women attending rural community colleges experience being an online student. A study of this nature was warranted as enrollment in online courses continues to increase (Allen & Seaman, 2010) and as women are more likely to enroll in online courses (Kramarae, 2001; van Prummer, 2011). Femininst standpoint theory guided the study while identity theory (Stryker, 1968) was applied to findings. Online research methods were used to collect data. Four themes characterized participants online student experience: 1) motivation to enroll in online courses, 2) expectations and realities about online experience, 3) impact of identity (ies) on experience, and 4) meaning of being an online student. These findings could be used to help community colleges and other institutions of higher education to better understand how adult college women experience being online students. Faculty members who teach online courses or who are considering to teach online courses could benefit from these findings as could college staff members who work with adult online students. These findings could also benefit adult college women who are considering to enroll in online courses. [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.]
ED551729
How Multiple Roles Influence Adult College Women's Online Student Experiences in a Rural Community College Context
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3799-8
172
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548396
2015
As Provided
JAN2020
No
Family Literacy
Elementary School Students
Reading Skills
Parent Attitudes
Reading Instruction
Technology Uses in Education
Statistical Analysis
Parent Participation
Regression (Statistics)
Reading Achievement
Reading Motivation
Reading Attitudes
Predictor Variables
Age Differences
Grade 6
Rodriguez-Michel, Amber Sheree
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
In 2001, the No Child Left Behind Act (NCLB) was passed, emphasizing a stronger concentration on reading achievement. Research has shown that the family structure influences literacy development. The study was developed based on the social learning theories of Vygotsky and Skinner. Vygotsky's approach to sociocultural theory examines the interaction between parent and child (Heath, 2009). Skinner analyzes the dynamics of this parental relationship. Hoover-Dempsey and Sandler (1995), present a conceptual model of parent involvement that suggests that parent factors and school factors influence parental involvement that ultimately impacts student outcomes. Based on these theories, I developed a mixed methods study with both a survey and interviews. The purpose of this study was to explore the influential factors in both the home and school settings that may assist in the improvement of elementary-age students' reading skills. The study focused on parent perceptions of family literacy and how these influence students' reading behaviors. The study of 120 parent participants is unique in that it represented students of two different grade levels. Furthermore, data were collected in two different phases, Phase One in March of 2008, and Phase Two, which examined whether these dynamics were changed as a result of technological innovations, three years later in December of 2011. Descriptive statistics were performed to profile parental involvement with a child's reading development. Additionally, t-tests for independent variables, a factor analysis, and three multiple regressions were conducted to analyze parent perceptions and behaviors. The most important variable in this study with respect to future academic achievement was, "my child enjoys academic reading." I conducted a special discriminant function analysis to explore carefully the predictors of different levels of engagement with academic reading. The analysis of the data indicated that regardless of a child's grade level, parents viewed involvement in their child's reading development a priority and an important practice at home that can lead to academic achievement. Findings also indicated that parents of sixth-grade students had higher means when it came to the importance of modeling good reading practices. Furthermore, results revealed that parents' behaviors and beliefs lead to students' positive reading behaviors. [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.]
ED551730
Parent Perceptions of Family Literacy
ProQuest LLC
Ph.D. Dissertation, Claremont Graduate University
2012-00-00
978-1-2678-3414-0
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548161
2015
As Provided
JAN2020
No
Public Schools
Secondary Schools
Principals
Administrator Attitudes
Teacher Selection
Qualitative Research
Interviews
Thematic Approach
Teacher Competencies
Middle Schools
High Schools
Job Application
Teacher Characteristics
Interpersonal Relationship
Federal Legislation
Educational Legislation
Bourke, Katharine Bridget
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
Secondary Education
Middle Schools
Junior High Schools
High Schools
Federal and state educational accountability mandates and measures have raised the standards for the hiring of teachers in public schools. While existing literature stresses the importance of hiring well, a gap in the knowledge base exists in the area of principal perspectives on how best to accomplish the task of hiring. Therefore, the primary purpose of this qualitative study was to determine the perspectives of public secondary school principals on hiring process and practices, as well as the perceived impact of those hiring decisions. In-depth interviews of 13 public secondary school principals were conducted and recorded while field notes were taken. Themes were delineated, analyzed, and related back to the study's research questions. The overarching theme throughout this study was the clear desire of public secondary school principals to hire the best teacher candidates available for their job openings. The process by which the respondents reached that goal, while not an exact science, was similar across districts of varied sizes and both middle and high school levels. Commonalities included an application preview, an almost exclusively collaborative interview process, and a search for the best fit without regard to gender, ethnicity, or major. The findings of this study show that principals desire teacher candidates who possess three key qualities: character, competence, and chemistry. Furthermore, although this study concludes that the No Child Left Behind Act of 2001 (NCLB) may have set a minimum standard for the certification status of prospective teachers, NCLB did not change what school leaders really seek in future teachers. Therefore, teacher candidates and institutions of higher education would benefit from a strong focus on the qualities referenced by principals as being paramount, and school leaders, likewise, would benefit from additional training in how to ascertain those same traits through the teacher selection process. [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.]
ED551731
Public Secondary School Principals' Perspectives on Teacher Hiring: What Matters Most?
ProQuest LLC
Ed.D. Dissertation, Texas A&M University, Commerce
2012-00-00
978-1-2678-3991-6
116
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548506
2015
As Provided
JAN2020
No
School Counseling
Counselor Training
Multicultural Education
Cultural Awareness
Graduate Students
Rating Scales
Retention (Psychology)
Gender Differences
Santos, Tad Pierre
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
This was a study of student perceptions and retention of multicultural counseling awareness and knowledge. All of the graduate students of a medium sized, private university in Pennsylvania, in the counselor education program (included marriage and family, school counseling, and community counseling tracks) were required to take the Multicultural Issues and Strategies in Counseling course. This study examined whether or not graduate students retain multicultural counseling knowledge and awareness from the completion of a beginning course in multicultural counseling through to graduation. This investigator hoped to contribute to the field of counselor education by examining if multicultural counseling competencies are retained or if adjustments should be considered in the counselor education program to insure that the skills and competencies are present at graduation. This study was also conducted to help determine if a measuring instrument for multicultural counseling knowledge and awareness would be a useful measurement tool in counselor education programs. The instrument used in the study is the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al., 1997), a 32-item self-report inventory that measures perceived multicultural counseling knowledge and awareness. The primary research question is: "Do graduating counseling students retain their level of perception of multicultural counseling knowledge and awareness from the completion of the Multicultural Issues and Strategies in Counseling Course through graduation. There is approximately a 2-year period between completion of the course and graduation." The investigator also examined if there was an interaction effect of gender on the retention rate. The question was whether or not there is a difference between retention levels for male and female students. It was determined that graduating students demonstrate the same levels of knowledge and awareness of multicultural competency as students who complete the course. This study was a follow-up to a study conducted by Kitchens-Stevens (2005) that determined that students' skills in these areas improve from taking the course; this study demonstrated that they retain these skills to graduation. It was also determined that gender is not an interaction variable; men and women demonstrated no differences. [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.]
ED551732
An Evaluation of the Perceptions of Multicultural Knowledge and Multicultural Awareness between Graduating Counselor Education Students with Beginning Counselor Education Students Who Have Recently Completed a Course in Multicultural Issues and Strategies in Counseling
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2012-00-00
978-1-2678-1656-6
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547203
2015
As Provided
JAN2020
No
Locus of Control
School Turnaround
Instructional Leadership
Academic Achievement
Educational Improvement
Scores
Semi Structured Interviews
Elementary Schools
School Districts
Principals
Administrator Attitudes
Qualitative Research
Assistant Principals
Teacher Attitudes
Focus Groups
Guidelines
Walston, Bradford
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Elementary Education
This research focused on the school turnaround process in six turnaround elementary schools located in urban and rural areas of the state of North Carolina. The purpose of the study was to learn about the challenges facing the six schools, the process of improving student achievement, and, more specifically, the degree to which adaptive leadership impacted school turnaround. To gain a better understanding of how adaptive leadership affected both successful and unsuccessful school turnaround initiatives, the researcher subdivided the six schools into the two categories of high growth and low growth, based on the difference between the schools' performance composite scores between 2007-2008 and 2009-2010. The three high growth schools showed a performance composite growth of 25 points or more, while the three low growth schools either improved by 5 points or fewer, or saw a slight decline in their performance composite during the turnaround process. The researcher collected qualitative data from principals, assistant principals, teachers, and other school and/or district personnel through semi-structured one-on-one and focus group interviews at the school sites. While one researcher analyzed the collected data through a conceptual framework based on the definitions and characteristics of structural adaptation and maladaptation, this researcher simultaneously analyzed the same data set (obtained through the same protocol) through a conceptual framework based on the definitions and characteristics of adaptive leadership, internal locus of control, and external locus of control. After the separate analyses were completed, the researchers compared and contrasted their findings and conclusions. Based on their collective findings, the researchers conceptualized a new framework integrating the principal's adaptive leadership abilities (as defined through his or her locus of control behaviors) with structural adaptation measures employed at the school level. [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.]
ED551733
The Effect of Locus of Control on School Turnaround
ProQuest LLC
Ed.D. Dissertation, University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-3570-3
226
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548290
2015
As Provided
JAN2020
No
Web Based Instruction
Military Training
Interaction
Outcomes of Education
Satisfaction
Quasiexperimental Design
Pretests Posttests
Scores
Standardized Tests
Mastery Tests
Academic Achievement
Achievement Gains
Student Surveys
Statistical Analysis
Kenyon, Peggy L.
Dissertations/Theses - Doctoral Dissertations
English
The effect of content interactivity on performance outcomes and satisfaction has been studied by researchers who compared the results of Web-based and computer-based learning to classroom learning. Few scholars have compared the effects of the same content produced at different levels (low and high) of interactivity and the resulting effects. The purpose of this study was to address the gap in the literature. This study was based on Moore's theory of transactional distance and Mayer's cognitive theory of multimedia learning. The research question directly examined the effects of higher level of course interactivity on learner performance and satisfaction. The quasi-experimental approach used pretest and posttest scores from standardized U.S. military course mastery exams to evaluate academic achievement gains and an end of course survey to evaluate satisfaction with the course. A convenience sample of 1633 learners was partitioned into two treatment groups; limited interaction (LI) and complex interaction (CI) when soldiers registered for online training. Archival course performance data were collected for pretest and posttest scores along with the embedded end of course satisfaction survey. Independent samples t-tests revealed no significant LI/CI differences across 5 areas of student satisfaction with the course; however, the CI group demonstrated significantly greater pre-post gains in course content mastery than were observed for the LI group. The study contributes to positive social change by informing training and education design practices regarding the use of content interactivity to improve learner engagement and performance in online or blended instruction. [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.]
ED551734
Content Interactivity: The Effect of Higher Levels of Interactivity on Learner Performance Outcomes and Satisfaction in Web-Based Military Training
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2678-4423-1
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548722
2015
As Provided
JAN2020
No
Community Colleges
Educational Finance
Two Year College Students
Graduation
College Transfer Students
Success
College Administration
Comparative Analysis
Humburg, Dawn Ann
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Two Year Colleges
Higher Education
Postsecondary Education
The phrase "survival of the fittest" is coming to fruition in higher education today. Less than strategic financial moves have no place in post-secondary education. Facing the realities of our current economy is dictating major changes in how colleges are "doing business." These changes present enormous challenges to community college administrators. Two of these challenges are meeting the demands of faculty associations and ever-increasing budgets for remedial education. A trend of waning state support is also exacerbating these challenges while major changes occurring at the legislative level have also intensified the need for extremely competent leaders--leaders with a much more diverse set of skills than in the past. One such skill necessary for effective leadership in the community college lies in the area of strategic financial analysis. Annual reporting procedures for the Higher Learning Commission require some ratio analyses. However, the data should be analyzed and evaluated for strategic decision making by each community college and not merely reported for compliance purposes. The purpose of this study is to analyze the financial statements for Iowa's community colleges and compare the results of this analysis to the success rates of first-time, full-time students who transfer to a four-year institution or graduate with a degree, diploma, or certificate within 150 percent of normal time to complete or three years. The composite financial index conceptual framework was utilized to calculate the overall financial health for Iowa's community colleges for the fiscal years 2001-2010. [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.]
ED551735
Utilizing the Composite Financial Index as Strategic Financial Analysis for Measuring Financial Health and Student Success Rates among Iowa Community Colleges
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3804-9
163
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548398
2015
As Provided
JAN2020
No
Second Language Learning
Second Language Instruction
Phrase Structure
Control Groups
Essays
Writing Instruction
Teaching Methods
Interviews
Academic Discourse
Metalinguistics
Student Motivation
Colovic-Markovic, Jelena
Dissertations/Theses - Doctoral Dissertations
English
The present study investigated the effects of the explicit teaching of formulaic sequences (i.e., academic and topic-induced) on L2 writing. The research examined separately the effects of the treatment on the students' abilities to produce the target formulaic sequences in controlled (i.e., C-tests) and uncontrolled situations (i.e., essays), and to produce better quality essays. The study, through posttreatment interviews, also attempted to glean insights into the approaches L2 writers use for the production of the target formulaic sequences. The study found that the students in the treatment condition performed at a significantly higher level than the students in the control condition on measures of the production of academic formulaic sequences in a controlled situation and the production of topic-induced formulaic sequences in controlled and uncontrolled situations, but there were no significant differences between the groups on the measures of students' abilities to produce academic formulaic sequences in an uncontrolled situation and to produce better quality writing. The results of the study suggest that the explicit instruction facilitated learning of the target formulaic sequences when the learning is measured by a test. Most importantly, the study found that explicit instruction helped students become familiar enough with the formulaic sequences to recognize their usefulness and employ them in their essays. The results indicated that the instructional approach helped low performing writers produce essays of better quality and high performing writers increase the awareness of the frequencies and functions of the formulaic sequencers in expert writers' texts. The findings from the interviews indicated that the students' abilities to produce the academic and topic-induced formulaic sequences in their compositions may depend on the students' perceived need to use them in their writing, and that students' abilities to produce the academic formulaic sequences in essays may be influenced by the interaction of students' awareness of the frequency and functions of academic formulaic sequences and their motivation to sound academic in their writing. The study results suggest that the instructional approach may be helpful for the students' learning of formulaic sequences for the purposes of writing and should be the focus of future experimental research. [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.]
ED551736
The Effects of Explicit Instruction of Formulaic Sequences on Second-Language Writers
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2678-1692-4
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547211
2015
As Provided
JAN2020
No
Dental Health
Health Behavior
At Risk Persons
Anxiety
Knowledge Level
Intervention
Health Education
Prevention
Diseases
Patients
Health Services
Outcomes of Education
Females
Rustvold, Susan Romano
Dissertations/Theses - Doctoral Dissertations
English
A self-perpetuating cycle of poor health literacy and poor oral health knowledge and behavior affects approximately 90 million people in the United States, most especially those from low-income groups and other at-risk populations such as those with addiction. Poor oral health can result from lack of access to regular preventive dental appointments, lack of access to restorative care when dental diseases are treatable, and low oral health knowledge that leads to poor oral health self-care behaviors. In addition, patients' dental anxiety can impede care, because highly anxious people often avoid dental appointments. To address these issues, this inquiry examined oral health knowledge, attitudes toward oral health, and levels of dental anxiety among women in two residential chemical dependency treatment programs. Participants engaged in oral health intervention sessions to determine possible efficacy of the educational intervention. Results indicate positive outcomes in increases in oral health knowledge and behavior. The frequency of high-to-severe dental anxiety is much higher in this sample than in the general population. Implications are discussed, including use of economically efficient small-group oral health education training. [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.]
ED551737
Oral Health Knowledge, Attitudes, and Behaviors: Investigation of an Educational Intervention Strategy with At-Risk Females
ProQuest LLC
Ed.D. Dissertation, Portland State University
2012-00-00
978-1-2678-3415-7
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548162
2015
As Provided
JAN2020
No
Social Networks
Technology Uses in Education
Ethics
Student Attitudes
Counselor Training
College Students
Computer Mediated Communication
Babb, Tanner A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Student use of online social networks has increased exponentially in the past five years. Facebook is one of the largest and most utilized by students. Many counseling students use Facebook on a regular basis to keep in touch with friends, family, and acquaintances. (Lenhart & Madden, 2007). Current American Counseling Association (ACA) ethical codes do not address online social networking and leave many gray areas for students to interpret when using online social networking, which could have a negative impact on their ability to interact with peers, supervisors, and clients in the most ethical way possible (ACA, 2005). The purpose of this study is to look at how students view online social networking on Facebook and how those actions relate to current ethical codes. As more understanding is gained of student's perceptions of ethical codes then current codes can be adapted accommodate the use of online social networking. [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.]
ED551738
Counselor Education Student Perceptions of the American Counseling Association Ethical Code as It Pertains to the Use of Facebook
ProQuest LLC
Ph.D. Dissertation, University of Toledo
2012-00-00
978-1-2678-3574-1
78
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548292
2015
As Provided
JAN2020
No
Clergy
Christianity
Teaching Methods
Persuasive Discourse
Churches
Transformative Learning
Andragogy
Lecture Method
Religious Education
Public Speaking
Discourse Analysis
Qualitative Research
Case Studies
Interviews
Focus Groups
Observation
DeVille, Randall C.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qualitative case study design included one-on-one interviews with 5 preachers, 5 focus groups with 9 churchgoing adults in each group, and observations of the physical characteristics of 5 worship centers. A constant comparative method was used to identify the key themes. The key themes that emerged were: (a) sermons should be applicable, challenging, and comprehendible and (b) the preacher must be perceived as authentic. The study contributes to positive social change by suggesting a model that preachers can use to improve the qualities and delivery of a sermon to affect listeners' lives in a positive way. [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.]
ED551739
The Application of Adult Learning Principles in Effective Preaching
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-1693-1
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547212
2015
As Provided
JAN2020
No
Paraprofessional School Personnel
Surveys
Special Education
Attitude Measures
Professional Development
School Districts
Competence
Student Diversity
Cultural Differences
Educational Finance
Student Needs
Literature Reviews
Teacher Aides
Role
Cultural Relevance
Limited English Speaking
Federal Legislation
Saldivar-Parra, Maria Anastasia
Dissertations/Theses - Doctoral Dissertations
Arizona
No Child Left Behind Act 2001
Individuals with Disabilities Education Act
Arizona
Individuals with Disabilities Education Act
No Child Left Behind Act 2001
English
This dissertation presents the findings of a descriptive, survey-based study of special education paraeducators and their self-reported perceptions about the adequacy of their ongoing professional development training in Arizona school districts. The results show that school districts in Arizona are not spending adequate time in preparing special education paraeducators to serve special education and culturally and linguistically diverse exceptional students. Legislation such as the No Child Left Behind and the Individuals with Disabilities Education Acts mandate that all paraeducators must be "appropriately and adequately trained." A review of the literature revealed that paraeducators were historically employed to help regular teachers with clerical tasks such as filing, making copies, calling and arranging parent teacher meetings, bus duty, lunch duty, and accompanying students to mainstream classes. However the role of special education paraeducators has changed dramatically and they are now regularly expected to tutor and/or teach special needs and culturally and linguistically diverse exceptional students in language arts, reading comprehension, and instructional strategies that employ culturally responsive targeted language cues. To meet the requirements of federal legislation, these paraeducators require an increase in professional development training at the school level, the district level, and the Special Services level, as well as professional development conferences that take place off campus. [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.]
ED551740
Arizona-Based Special Education Paraeducators and Their Perceptions of Professional Developmental Training
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4056-1
189
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548538
2015
As Provided
JAN2020
No
Speech Communication
Speech Impairments
Intonation
Acoustics
Correlation
Neurological Impairments
Vowels
Measurement
Audio Equipment
Articulation (Speech)
Syllables
Likert Scales
Dialects
Klopfenstein, Marie I.
Dissertations/Theses - Doctoral Dissertations
English
Despite the importance of speech naturalness to treatment outcomes, little research has been done on what constitutes speech naturalness and how to best maximize naturalness in relationship to other treatment goals like intelligibility. In addition, previous literature alludes to the relationship between prosodic aspects of speech and speech naturalness, but little is known about what specific aspects of prosody relate to naturalness. This study examines acoustic correlates of prosody in the speech of individuals with dysarthria and the relationship of these correlates with speech naturalness ratings. Four speakers with dysarthria due to Parkinson's disease (PD) participated in the first experiment in this study. Recordings of the speakers included vowel prolongations, speech alternating motion rates (AMRs), oral readings of sentences and short paragraphs, and spontaneous speech. Acoustic measurements of the data included the following: jitter, shimmer, harmonic-to-noise ratio (HNR), articulation rate, phonation time, average syllable duration, syllable duration, long-term average spectrum (LTAS), fundamental frequency, intensity, and spectral balance. Over 60 students in Communication Disorders participated in experiment two. Students were presented with 436 speech samples taken from experiment one and asked to provide speech naturalness ratings on a 1-9 Likert scale, based on Martin et al. (1984). After rating speech samples, students listed perceptual cues associated with samples rated most and least natural and weighted each cue on a visual analog scale. The results showed that subjects in this study shared many common prosodic characteristics with PD subjects in the literature, including difficulty timing speech gestures and voicing, exhibiting disordered voice quality, having a reduced frequency range in more disordered speech, and producing perceptually monotone speech. The data on naturalness ratings showed that spontaneous speech was rated the least natural on average, while sentences from the short story were rated slightly more natural and individually read sentences were rated the most natural of all of the utterance types. Thirteen themes emerged from the perceptual cues collected: articulation, content, dialect, fluency, gender qualities, intelligibility, loudness, nasal resonance, other cues, prosody, speech rate, syntactic boundaries, and voice quality. Comparison of the two experiments reveals a complex relationship between acoustic measures, severity, and perceived naturalness. [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.]
ED551741
Prosodic Features and Speech Naturalness in Individuals with Dysarthria
ProQuest LLC
Ph.D. Dissertation, University of Louisiana at Lafayette
2012-00-00
978-1-2678-3816-2
190
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548404
2015
As Provided
JAN2020
No
Community Colleges
Occupational Therapy
Allied Health Personnel
Semi Structured Interviews
Self Evaluation (Individuals)
Reflection
Student Evaluation
Field Experience Programs
College Students
Attitude Measures
Teacher Attitudes
Qualitative Research
Cline, Nichelle Lea
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this qualitative study was to explore the clinical fieldwork educator role in the community college from the perspective of the clinician. While there are numerous fieldwork studies from the perspectives of the students and the academic institutions, there is a paucity of literature regarding the meaning that fieldwork educators make of their role (Thomas et al., 2007). The participants in the study were four occupational therapists and two occupational therapy assistants who volunteer to supervise occupational therapy assistant students in the clinical setting prior to graduation from their academic program. All of the clinical educators lived within the Midwest United States. Data were gathered through semistructured interviews, participant self-assessment and reflection, and student evaluation of the fieldwork experience. The data gathered were analyzed for themes in order to construct meaning that might inform practice, policy, and further research in fieldwork education. [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.]
ED551742
The Experiences of Occupational Therapy Clinicians as Educators: The Community College Context
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3766-0
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548380
2015
As Provided
JAN2020
No
Summer Schools
Student Participation
High School Students
Graduation
Program Effectiveness
Regression (Statistics)
Academic Failure
High School Freshmen
Race
Sex
Dropouts
School Districts
High Schools
Trujillo, Gabriel
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
High Schools
Secondary Education
This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high school. A second set of models examines the association between the variables listed above and high school graduation. While most students that failed one or more classes did not graduate from high school, the findings indicated that these students are more likely to graduate from high school if they participate in the summer school program than if they do not. As the number of times that students participated in the summer school program increased, the more likely they were to graduate from high school. This study's findings also identified course failure as a predictor for both summer school participation and dropping out of high school. The students who failed one course during their initial semesters of high school were more likely to attend the summer school program than students who failed multiple courses. The same trend was noted with high school graduation. Students who failed multiple courses during their initial semester in high school were less likely to participate in the summer school program and graduate from high school than students who only failed one course. The findings suggest that the Sun Valley High School District should: re-examine the current format of implementing the summer school credit recovery program, create and implement a freshman orientation program, and examine the main causes of course failure for freshman. [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.]
ED551743
Participation in Summer School and High School Graduation in the Sun Valley High School District
ProQuest LLC
Ed.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2670-1
126
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547701
2015
As Provided
JAN2020
Does Not Meet Evidence Standards
http://ies.ed.gov/ncee/wwc/study/79936
No
Socioeconomic Status
Elementary School Students
Academic Achievement
Achievement Tests
School Districts
Scores
Federal Legislation
Faculty Development
Individualized Instruction
Grade 4
Social Change
Achievement Gains
McCorvey-Watson, Catherine
Dissertations/Theses - Doctoral Dissertations
Mississippi
Mann Whitney U Test
No Child Left Behind Act 2001
Mississippi
No Child Left Behind Act 2001
English
Elementary Education
Grade 4
Intermediate Grades
In 2002, President George W. Bush signed the No Child Left Behind Act (NCLB), which added accountability to President Lyndon Johnson's original Title I legislation of 1964. Specifically, it required that all children in Grades 3-8, by school year 2014, regardless of socioeconomic status, perform at or above grade level requirements in mathematics and language arts. Since that time, research has investigated the performance levels of Title I and non-Title I schools in various states; however, there has been no current analysis of those performance levels in Mississippi. The purpose of this study was to measure the difference in achievement of Title I and non-Title I 4th grade students in Mississippi. The Mississippi Curriculum Test 2 (MCT2) was the sole instrument used to measure student achievement to fulfill the requirement of achievement mandated by NCLB. Using a constructivist approach, school data from the 2011 MCT2 test scores from three Central Mississippi school districts (N = 57 schools) were analyzed using inferential and nonparametric tests, specifically t-tests and Mann-Whitney tests. The analysis showed no statistical difference between the scores of Title I and non-Title I schools, a finding that was likely due to the small sample size. These findings guided the creation of a professional development module on differentiated instruction, one that will be implemented by teachers and administrators in several Mississippi school districts. Positive social change is evident from this project by the possible increase in achievement of all students, regardless of socioeconomic status or funding. [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.]
ED551744
Socioeconomic Status and Academic Achievement of Elementary Students in Mississippi
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-2351-9
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547581
2015
As Provided
JAN2020
No
Intervention
Teacher Persistence
Special Education Teachers
Coaching (Performance)
Coordinators
Leadership
Teacher Orientation
Mixed Methods Research
Action Research
Social Theories
Questionnaires
Focus Groups
Program Effectiveness
Imel, Breck
Dissertations/Theses - Doctoral Dissertations
English
This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and special education mentor programs inform the development of the intervention and data collection tools. Quantitative data included results collected from the Psychological Capital Questionnaire (PCQ), Authentic Leadership Questionnaire (ALQ), and the Special Education Induction Teacher Questionnaire (SEITQ). The qualitative data included results collected from the SEITQ open-ended questions, Email Reflective Response (ERR), organic and structured focus groups, fieldnotes, and the Teachers' Final Letter. Findings include: a) I changed as a leader and a researcher, b) the special education induction coaches began to think and act as leaders, c) the special education induction teachers' retention indicators increased, d) by actively participating in the co-construction of the special education induction program, both the coaches and the teacher provided valuable insights as pertains to developing a program that supports special education induction teachers. Implications and next steps are discussed. [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.]
ED551745
The Impact of a Multilevel Intervention on Special Education Induction Teacher Retention Indicators
ProQuest LLC
Ed.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2552-0
249
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547616
2015
As Provided
JAN2020
No
Qualitative Research
Case Studies
Ethnography
English Instruction
Language Planning
Educational Policy
English (Second Language)
Bilingual Education
Bilingual Students
State Legislation
Federal Legislation
Curriculum Development
Spanish Speaking
English Only Movement
Newcomer, Sarah
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
This is a qualitative case study using ethnographic methods of how one school community has been able to negotiate Arizona's restrictive English only language policies. Drawing from classroom and school-wide observations, extensive interviews, and document collection, this case study explores three key questions in relation to this school's negotiation process: 1) What characterizes the curriculum for English learners (ELs) and bilingual students at the case study school? 2) How do key actors, processes, and cultural practices at the case study school support the negotiation of Proposition 203 and House Bill 2064? and 3) What are the perspectives of key school community stakeholders in relation to the curriculum supporting bilingualism and the policy negotiation process? Findings show that by sharing certain key beliefs and practices, the school community has been able to work together, at times through struggle and perseverance, to negotiate for what they believe to be most important in school. They do so by sharing such key beliefs as the importance of seeing the whole child and teaching in ways that are real and meaningful. They also negotiate by engaging in a set of shared practices, which include: the use of Spanish campus-wide both for instruction and for the life and operation of the school, the cultivation of relationships amongst all school community members, and key curricular practices. These practices include providing a variety of learning experiences, especially those based upon the Arts, as well as a curriculum that focuses on providing opportunities to examine real world issues in an integrated and in-depth manner, to learn by integrating students' language, families, and experiences into the curriculum, and has a final goal of creating students who are critical thinkers, self-advocates, and agents within their own lives. All of these beliefs and practices contribute to a strong sense of community. It is this sense of community and the shared beliefs and practices, along with the increased agency this interconnectedness creates for all stakeholders, which has facilitated the successful use of parent waivers. These parent waivers have enabled parents to continue choosing alternative language education programs to those mandated by the state, namely integrated content and English instruction within the mainstream K-4 classroom and the Spanish/English dual language program option at the 5-8 grade levels. [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.]
ED551746
Standing Our Sacred Ground: One School Community's Struggle to Negotiate Restrictive Language Policy
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2558-2
283
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547620
2015
As Provided
JAN2020
No
Asynchronous Communication
Computer Mediated Communication
Scoring Rubrics
Prompting
Blended Learning
Facilitators (Individuals)
Critical Thinking
Electronic Learning
Academic Achievement
Pretests Posttests
Scores
Student Attitudes
Satisfaction
Quasiexperimental Design
Feedback (Response)
Giacumo, Lisa
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to facilitate students' critical thinking skills performance and learning achievement in blended learning environments. Results of the present study indicate that response prompts and rubrics can affect students' discussion performance, learning, and satisfaction ratings. The results, however, are complex, perhaps mirroring the complexity of instructor-led online learning environments. Regarding discussion board performance, presenting students with a rubric tended to yield higher scores on most aspects that is, on overall performance, as well as depth and breadth of performance, though these differences were not significant. In contrast, instructor prompts tended to yield lower scores on aspects of discussion board performance. On breadth, in fact, this main effect difference was significant. Interactions also indicated significant differences on several aspects of discussion board performance, in most cases indicating that the combination of rubric and prompt was detrimental to scores. The learning performance on the quiz showed, again, the effectiveness of rubrics, with students who received the rubric earning significantly higher scores, and with no main effects or interactions for instructor prompts. Regarding student satisfaction, again, the picture is complicated. Results indicated that, in some instances, the integration of prompts resulted in lower satisfaction ratings, particularly in the areas of students' perceptions of the amount of work required, learning in the partially online format, and student-to-student interaction. Based on these results, design considerations to support rubric use and explicit feedback in asynchronous discussions to support student learning are proposed. [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.]
ED551747
Asynchronous Discussion Board Facilitation and Rubric Use in a Blended Learning Environment
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2601-5
141
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547651
2015
As Provided
JAN2020
No
Teacher Attitudes
Online Courses
Poverty
Teacher Education
Elementary Secondary Education
Case Studies
Attitude Change
Bias
Transformative Learning
Educational Practices
Rural Education
O'Doan, Debra
Dissertations/Theses - Doctoral Dissertations
South Dakota
South Dakota
English
Elementary Secondary Education
Poverty has an effect on students, schools, and communities. Issues surrounding poverty interweave with education which affects student achievement. When educational development is not maximized, society pays the price in the forms of public health, crime, incarceration, resources, community involvement, and decisions made in the community. Education is one area to fight the effects of poverty; regulations in education now require educators to address the needs of economically disadvantaged students. Educators' experiences and values influence their attitudes and behaviors, which impacts students. By learning about poverty, educators gain awareness and are able to set aside their preconceived notions, making them better at serving economically disadvantaged students. The purpose of this ex post facto case study was to explore experiences, attitudes, and beliefs K-12 educators held about poverty, and then determine if by learning more about poverty, educators gained new perspectives and applied new information to their teaching. The learning took place in an online course based mainly on Ruby Payne's work. The study aimed to discover if changes occurred in K-12 educators' attitudes, instruction, and interactions with students. The study identified recognized and unrecognized biases educators hold toward students in poverty. Also identified were changes in behavior due to transformative learning that occurred during the online course. The analysis of the data produced six major themes, two of which include subthemes. The six major themes were as follows: experiences and perceived problems with students in poverty, current approaches used with students in poverty, biases about students in poverty, evidence of mental change via insights, evidence of change via action, and evidence of follow-up. Biases about students in poverty contained two subthemes, recognized biases and unrecognized biases. Under evidence of mental change, six subthemes were revealed: general insights, judgments and understanding of people in poverty, systems issues, teaching strategies, building relationships with students, and building relationships with parents, and communities. The findings reinforced that poverty is a complex issue and suggest that in specific settings where transformative learning occurs, educators can improve their practice, classroom environments, and relationships to be more supportive of students and families in poverty. [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.]
ED551748
A Case Study of How an Online Course Influenced Rural South Dakota K-12 Educators' Understanding and Interactions with Students in Poverty
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2012-00-00
978-1-2678-2720-3
181
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547738
2015
As Provided
JAN2020
No
Service Learning
Multicultural Education
Preservice Teacher Education
Theory Practice Relationship
Preservice Teachers
Teacher Attitudes
Educational Benefits
Teacher Surveys
Statistical Analysis
Scott, Elnora
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Higher Education
Postsecondary Education
Service learning is a widely accepted method for preservice teachers to gain knowledge about the communities they may someday serve. Critical multicultural service learning is commonly used to help preservice teachers explore issues of inequality, power, and manifestations of social reproduction in school systems, and is intended to foster awareness about culture, race, and diversity. Critics of service learning express concerns about the high expectations associated with the practice and argue that service learning may reinforce the attitudes and beliefs it is designed to eliminate. This study was designed to gain a better understanding of what positive or negative factors influenced preservice teachers' multicultural service learning experience, if preservice teachers were able to connect course context to their service learning experience, and what pedagogy had the greatest impact on their ability to make those connections. These dimensions were explored through quantitative analysis using survey data that was completed by 324 students who were enrolled in 18 Teacher Education 250 sections at Michigan State University. The results of this study indicate that preservice teachers benefit directly from their service learning experiences, and that multicultural service learning is a valuable tool for teacher educators. The results from this study can help teacher educators better understand the impact of multicultural service learning on preservice teachers' perception of power, race, injustice, diversity, and a desire or lack of desire to work in under resourced schools. The findings from this study support critical multiculturalism, critical pedagogy, and critical curricula in teacher education programs. [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.]
ED551749
A Critical Analysis of Multicultural Service Learning
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-2663-3
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547696
2015
As Provided
JAN2020
No
Rating Scales
Licensing Examinations (Professions)
Job Analysis
Data Analysis
Correlation
Meta Analysis
Validity
Cadle, Adrienne Woodley
Dissertations/Theses - Doctoral Dissertations
English
The first step in developing or updating a licensure or certification examination is to conduct a job or task analysis. Following completion of the job analysis, a survey validation study is performed to validate the results of the job analysis and to obtain task ratings so that an examination blueprint may be created. Psychometricians and job analysts have spent years arguing over the choice of scales that should be used to evaluate job tasks, as well as how those scales should be combined to create an examination blueprint. The purpose of this study was to determine the relationship between individual and composite rating scales, examine how that relationship varied across industries, sample sizes, task presentation order, and number of tasks rated, and evaluate whether examination blueprint weightings would differ based on the choice of scales or composites of scales used. Findings from this study should be used to guide psychometricians and job analysts in their choice of rating scales, choice of composites of rating scales, and how to create examination blueprints based upon individual and/or composite rating scales. A secondary data analysis was performed to help answer some of these questions. As part of the secondary data analysis, data from 20 survey validation studies performed during a five year period were analyzed. Correlations were computed between 29 pairings of individual and composite rating scales to see if there were redundancies in task ratings. Meta-analytic techniques were used to evaluate the relationship between each pairing of rating scales and to determine if the relationship between pairings of rating scales was impacted by several factors. Lastly, sample examination blueprints were created from several individual and composite rating scales to determine if the rating scales that were used to create the examination blueprints would ultimately impact the weighting of the examination blueprint. The results of this study suggest that there is a high degree of redundancy between certain pairs of scales (i.e., the Importance and Criticality rating scale are highly related), and a somewhat lower degree of redundancy between other rating scales; but that the same relationship between rating scales is observed across many variables, including the industry for which the job analysis was being performed. The results also suggest the choice of rating scales used to create examination blueprints does not have a large effect on the finalized examination blueprint. This finding is especially true if a composite rating scale is used to create the weighting on the examination blueprint. [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.]
ED551750
The Relationship between Rating Scales Used to Evaluate Tasks from Task Inventories for Licensure and Certification Examinations
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-2737-1
166
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547749
2015
As Provided
JAN2020
No
Dislocated Workers
Job Skills
Mixed Methods Research
Comparative Analysis
Andragogy
Education Work Relationship
Interviews
Content Analysis
Vocational Training Centers
Colleges
Universities
Program Descriptions
Occupational Information
Gonyea, Jacob Patrick
Dissertations/Theses - Doctoral Dissertations
Nevada
Nevada
English
Higher Education
Postsecondary Education
Adult Education
The city of Las Vegas, Nevada has experienced a slowdown in tourism, a drop in property taxes and consolidated tax revenue used to support the city's operating budget, and a lack of economic diversification. Because of these changes, the ability of displaced workers to learn marketable employment skills continues to be an important issue for the city of Las Vegas. This mixed method study compared programs offered by colleges, universities, and training centers with want-ad descriptions and student perceptions of required skills. The study was based on concepts of andragogy. The research questions for the study examined the kinds of training and education offered by colleges, universities, and training centers; questions also focused on the ability of students to secure a job with the training and education they received. Interviews were collected from 10 displaced workers who described their perceptions and efforts to receive training and education in order to secure employment. Interview data were analyzed through a thematic approach and were interpreted alongside a content analysis of phrases and terms in college catalogs and job listings. Findings from both the interviews and from the content analysis of college materials suggested a disconnect between the lessons provided within the classrooms and the skills required in job postings. A Displaced Worker Employment Education Program (DWEEP) would promote positive social change by enhancing enrollment at learning institutions and ensuring the preparation of these displaced workers in their respective field of study for the job they are seeking. [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.]
ED551751
Explorations of Colleges, Universities, and Career Training Centers in Las Vegas, Nevada: Creating Educational and Training Programs for Displaced Workers to Learn Marketable Employment Skills
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-2738-8
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547750
2015
As Provided
JAN2020
No
Second Language Learning
College Students
Japanese
Second Language Instruction
Language Research
Learning Strategies
Pragmatics
Interviews
Recall (Psychology)
Verbs
Task Analysis
Pretests Posttests
Protocol Analysis
Questionnaires
Student Attitudes
Difficulty Level
Cognitive Processes
Hama, Mika
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Since the mid-1990s, the link between recasts and L2 development has been extensively tested, and the results from those studies have largely demonstrated that recasts have a positive effect on L2 learning. With this firm support from previous empirical evidence, studies have begun to focus on how recasts assist learning and under what conditions they are more likely to bring about SLA. Among several factors, recent studies indicated that task variables may affect the extent to which learners might benefit from recasts. In order to extend this line of research, this dissertation examined whether a specific task variable, strategic planning (pre-task planning), helps with L2 development and whether it has an effect on noticing of target forms. The participants were 50 university students learning Japanese and randomly divided into two groups: Planning Group and No Planning Group. Each of those groups was further divided into two smaller groups: either a group that completed three immediate posttests or one that participated in an immediate stimulated recall interview. All participants received recasts on Japanese pragmatic rules associated with Japanese give verbs during treatment task interactions. L2 development was measured by immediate posttests. Participants' awareness was gauged using three introspective measures: think-aloud protocols, stimulated recall interviews, and an exit questionnaire. The results showed that the No Planning Group was more accurate than the Planning Group across all immediate posttests, and the difference was statistically significant for one of the posttests. Regarding awareness, however, no difference was found between the two groups. The results are discussed using 1) participants' comments from the think-alouds, stimulated recalls, and exit questionnaires and 2) participants' perceptions of task difficulty ratings. This study also addressed learners' thought processes during task performance to shed light on the results. [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.]
ED551753
Strategic Planning, Recasts, Noticing, and L2 Development
ProQuest LLC
Ph.D. Dissertation, Georgetown University
2012-00-00
978-1-2678-2832-3
272
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547755
2015
As Provided
JAN2020
No
Teacher Effectiveness
High Stakes Tests
Educational Policy
School Districts
Models
Reliability
Test Validity
Formative Evaluation
Best Practices
Teacher Evaluation
Teacher Attitudes
Online Surveys
Teacher Surveys
Mixed Methods Research
Collins, Clarin
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
This study examined the intended and unintended consequences associated with the Education Value-Added Assessment System (EVAAS) as perceived and experienced by teachers in the Houston Independent School District (HISD). To evaluate teacher effectiveness, HISD is using EVAAS for high-stakes consequences more than any other district or state in the country. A large-scale electronic survey was used to investigate the model's reliability and validity; to determine whether teachers used the EVAAS data in formative ways as intended; to gather teachers' opinions on EVAAS's claimed benefits and statements; and to understand the unintended consequences that occurred as a result of EVAAS use in HISD. Mixed methods data collection and analyses were used to present the findings in user-friendly ways, particularly when using the words and experiences of the teachers themselves. Results revealed that the reliability of the EVAAS model produced split and inconsistent results among teacher participants, and teachers indicated that students biased the EVAAS results. The majority of teachers did not report similar EVAAS and principal observation scores, reducing the criterion-related validity of both measures of teacher quality. Teachers revealed discrepancies in the distribution of EVAAS reports, the awareness of trainings offered, and among principals' understanding of EVAAS across the district. This resulted in an underwhelming number of teachers who reportedly used EVAAS data for formative purposes. Teachers disagreed with EVAAS marketing claims, implying the majority did not believe EVAAS worked as intended and promoted. Additionally, many unintended consequences associated with the high-stakes use of EVAAS emerged through teachers' responses, which revealed among others that teachers felt heightened pressure and competition, which reduced morale and collaboration, and encouraged cheating or teaching to the test in attempt to raise EVAAS scores. This study is one of the first to investigate how the EVAAS model works in practice and provides a glimpse of whether value-added models might produce desired outcomes and encourage best teacher practices. This is information of which policymakers, researchers, and districts should be aware and consider when implementing the EVAAS, or any value-added model for teacher evaluation, as many of the reported issues are not specific to the EVAAS model. [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.]
ED551754
Houston, We Have a Problem: Studying the SAS Education Value-Added Assessment System (EVAAS) from Teachers' Perspectives in the Houston Independent School District (HISD)
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-2866-8
203
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547764
2015
As Provided
JAN2020
No
Adult Education
Program Implementation
Bilingual Education
Native Language
Spanish
Distance Education
Program Improvement
Study Abroad
Student Needs
Grounded Theory
Computer Mediated Communication
Electronic Learning
Access to Education
Foreign Countries
Case Studies
Interviews
Paquette, Daniel
Dissertations/Theses - Doctoral Dissertations
Mexico
United States
Mexico
United States
English
Adult Education
The level of success of the Mexican INEA (National Institute for the Education of Adults) academic program implemented in the U.S. has never been examined. INEA developed five goals for its students in the U.S. that supplement the general goals that the program has for all its students in Mexico. The 5 supplementary goals are to provide access to a basic education which will improve the quality of the students' lives, to improve their employment opportunity, to advance their proficiency of Spanish in order to assist them in learning English, to increase their involvement in their children's education and to stimulate self-esteem and pride in the Mexican culture. This single case study assessed, through the perspectives of its students, the extent to which INEA met these goals at its Palomar College Plaza Comunitaria. Assessment of goal success was a stated objective of INEA. Data were collected through responses to student interviews in which the participants offered perspectives to ten questions relating to INEA's supplementary goals, their level of success and their relationship to the students' personal goals. The INEA program in the U.S. is taught in entirely in Spanish with the aim of providing the means for Spanish-speaking adults to receive a Mexican diploma at the primary and secondary academic levels. Mexico provides the curriculum and instruction in Spanish, and entities in the U.S. provide the venues. From the responses of the participants, the researcher coded the data into categorical concepts and developed grounded theories as propositions to explain the relationship between the levels of success regarding INEA's program goals and the students' motivations for involvement in the program. The conceptual hypotheses developed from the data indicated a limited level of success at meeting the students' educational needs. INEA's curriculum, although well-developed, suffers from logistical hindrances, of which some are self-created, and others that are the result of INEA's lack of understanding of its students' personal motivations for participating in the program. The grounded theories offer propositions for INEA to consider as a means for program improvement. [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.]
ED551755
A Case Study of the Effectiveness of the Mexican INEA (National Institute for the Education of Adults) Program Trapped between Text and Technology
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2012-00-00
978-1-2678-2903-0
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547789
2015
As Provided
JAN2020
No
Natural Disasters
Educational Change
Academic Achievement
Teacher Qualifications
Teacher Influence
Federal Legislation
Educational Legislation
Standardized Tests
Statistical Analysis
Public Schools
Teacher Competencies
Student Records
Scores
Stewart, Jennifer Michelle
Dissertations/Theses - Doctoral Dissertations
Louisiana
No Child Left Behind Act 2001
Louisiana
No Child Left Behind Act 2001
English
One important outcome of the restructuring of the New Orleans school system post-Hurricane Katrina, and the subsequent performance of students, was an awareness that some fundamental premises in No Child Left Behind (NCLB) should be revisited. An examination of student performance in the restructured school system, for example, raised questions about the effect of teacher qualifications on students' performance. Implicit in the NCLB legislation was an assumption that teacher qualifications had a positive effect on student performance as measured by standardized tests. Using data from school records and scores on standardized tests, this assumption was examined and analyzed; allowing the researcher to address three research questions. This quantitative descriptive study of nine New Orleans public schools under the Recovery School District control that existed both before and after Hurricane Katrina, provided evidence that as the number of highly qualified teachers decreased, student performance increased. The results of this study indicate that although NCLB legislation made the issue of teacher qualification a priority in improving student performance, the evidence of this study indicates that the NCLB definition of a highly qualified teacher did not have a strong effect on student performance. [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.]
ED551756
The Impact of Teacher Qualifications on Student Achievement: An Examination of Schools in New Orleans Pre- and Post-Hurricane Katrina
ProQuest LLC
Ph.D. Dissertation, American University
2012-00-00
978-1-2678-2913-9
86
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547797
2015
As Provided
JAN2020
No
Encyclopedias
Web Sites
Electronic Publishing
Collaborative Writing
Internet
News Reporting
Communities of Practice
Computer Mediated Communication
Social Networks
Network Analysis
Journal Articles
Editing
Keegan, Brian C.
Dissertations/Theses - Doctoral Dissertations
English
When major news breaks in our hyper-connected society, we increasingly turn to an encyclopedia for the latest information. Wikipedia's coverage of breaking news events attracts unique levels of attention; the articles with the most page views, edits, and contributors in any given month since 2003 are related to current events. Extant scholarship has made little effort to understand how online communities like Wikipedia are able to engage in high-tempo knowledge collaboration. Wikipedians editing these topics collaborate under conditions unlike those found on the vast majority of other articles: volatile information, highly-coupled work from dozens of simultaneous editors, and synthesizing new knowledge. This project analyzes how a large online community with diverse capacities for knowledge work is able to temporarily self-organize and rely on improvised responses, regenerated organizational forms, and knowledge encoded into artifacts to support high-tempo knowledge work before disassembling. These exchanges of knowledge and skill are occasions to diverse members of the community to come together and also supports the exchange of knowledge and skills to improve the collaborative capacity of the community. This project examines the historical and institutional contexts for encyclopedias incorporating new knowledge through history, characterizes the differences in the collaboration structures of articles about breaking and non-breaking articles, analyzes structural patterns in the sequences of edits made by editors, and develops a multi-level statistical model to understand the influence of users and artifacts on the self-organization fo these collaborations. Socio-technical systems like Wikipedia not only support novel forms of high tempo, distributed, and temporary organization, but they provide a roadmap for extending these successful collaboration processes to vital social needs like disaster response, journalism, and political reform. [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.]
ED551757
High Tempo Knowledge Collaboration in Wikipedia's Coverage of Breaking News Events
ProQuest LLC
Ph.D. Dissertation, Northwestern University
2012-00-00
978-1-2678-2974-0
317
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547852
2015
As Provided
JAN2020
No
High School Equivalency Programs
African American Students
Hispanic American Students
Student Attitudes
Student Motivation
Dropout Rate
Adult Students
Income
Student Characteristics
Environmental Influences
Racial Discrimination
High School Students
Academic Aspiration
Mixed Methods Research
Minority Group Students
Surveys
Interviews
Fears-Hackett, Lisa
Dissertations/Theses - Doctoral Dissertations
California
California
English
High School Equivalency Programs
High Schools
Adult Education
Secondary Education
This dissertation analyzes the motivations, perspectives, and barriers of adult learners returning to school to receive a high school diploma after previously dropping out of a traditional high school setting. Specifically, this study explored the backgrounds, discrimination factors, income variables, perspectives, and environmental and emotional influences of African American and Latino adult high school dropouts. The researcher identified adult students with aspirations of higher education, some of whom lacked the requisite knowledge about and guidance regarding the process of entering college or higher education. The U.S. high school dropout rate has increased dramatically in recent years, especially among African-American and Latino students. Nearly 6.2 million students in the United States between the ages of 16 and 24 dropped out of high school in recent years. Seventy percent of all students in California graduate from high school with a diploma in 4 years, whereas 30% of California high school students are considered non-graduates or dropouts. Little to no research has been done to identify the reasons or motivations for adult students returning to school to receive their high school diploma. Most research regarding adult students is related to the GED or community colleges. Completing a high school education is essential in order to access higher education and training for the labor force (Sum, Khatiwada, & McLaughlin, 2009). Moreover, minority students have inundated community adult schools and community colleges at a remarkable rate. These students are now adults that are confronted with issues of having to return to school while working full time jobs, taking care of children, dealing with ill or absent parents, and taking a high school exit exam that may not have existed during their original time in high school. Many statistical studies have been conducted on the percentages of the dropout rates among minorities, but very few studies have researched this specific adult target group. This sequential mixed methods approach used surveys and in-depth interviews to analyze data, providing information and suggestions for adult school administrators striving to close the graduation gap among these subgroups. [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.]
ED551758
Perceptions, Motivations and Barriers of Earning a High School Diploma and Achieving Higher Education among African American and Latino Adult Students
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2012-00-00
978-1-2678-2876-7
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547767
2015
As Provided
JAN2020
No
Self Concept
Individual Characteristics
Locus of Control
Beliefs
Psychological Patterns
Self Efficacy
Individual Development
Disadvantaged
Race
Religion
Ethnicity
Gender Differences
Socioeconomic Status
Self Esteem
Measures (Individuals)
Young Adults
Adults
Statistical Analysis
Life Satisfaction
Teaching Methods
Outcomes of Education
Liggins, James
Dissertations/Theses - Doctoral Dissertations
Locus of Control Scales (Levenson)
California
California
English
Adult Education
The idea that individual behavior is the result of society's influence on individual self-concept beliefs reflects more than a century of theory and research. Therefore, this study focuses on self-concept as a construct of primordial human characteristics such as emotion, aspiration, love, conflict, anger, jealousy, contradiction, guilt, and mortality that ultimately shape our self-concept through social interactions. When subjected to transhistorical cultural norms, rules, and artifacts, the result is a set of self-concept beliefs that manifest as individual domains associated with self-esteem, self-efficacy, locus of control beliefs, and sentiment. Self-concept, therefore, is an emergence of research and theory suggesting that behaviors and beliefs stem from primordial characteristics and social interactions during individual and group development. As individuals form groups, and groups form cultures that become societies, social, political, and economic institutions develop and work to preserve the cultural discourse, norms, rules, and beliefs of the majority (Callero, 2003). The consequence for the minority is often the marginalization of beliefs involving race, religion, ethnicity, and gender. Deliberate efforts to preserve the majority beliefs has the potential to exert negative effects on self-image and identity beliefs in the majority culture, which then influences behavior and motivation. The result can be an individual or group who underperforms in critical areas of life effectiveness, specifically involving self-confidence, self-efficacy, locus of control beliefs, and emotions. Research has shown that this is especially true of individuals of low socioeconomic status in society. Therefore, this non-probability study examined the impact of self-concept education as a motivator of life effectiveness involving four key factors on the Review of Life Effectiveness with Locus of Control Scale among high self-esteem 18- to 29-year-olds from low socioeconomic backgrounds in Los Angeles County, California. The study was conducted at the a regional occupations center in Torrance, CA and used convenience sampling to measure the effects of self-concept education on the life effectiveness factors of Active Involvement, Self-Confidence, Social Effectiveness, and Internal Locus of Control. The research design was a repeated measure paired t-test. Data for the study were collected using an online research provide by Qualtrics Research Suite. A full statistical summary of the findings and conclusions are provided in the manuscript. [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.]
ED551759
Self-Concept Education as a Motivator of Life Effectiveness
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2012-00-00
978-1-2678-2891-0
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547779
2015
As Provided
JAN2020
No
Statistical Analysis
Paraprofessional School Personnel
Teacher Aides
Teacher Attitudes
Attitude Measures
Culturally Relevant Education
Teaching Methods
Young Children
Minority Group Students
Low Income Groups
Limited English Speaking
Cultural Differences
Focus Groups
Family School Relationship
Student Characteristics
Educational Quality
Disabilities
Institutional Characteristics
Early Intervention
At Risk Students
Assaf, Mona M.
Dissertations/Theses - Doctoral Dissertations
English
This qualitative study examined instructional assistants' (IAs) and teachers' perceptions of culturally responsive and quality instructional practices for young children, especially those from various cultural and linguistic backgrounds and those who might have disabilities from low socioeconomic families, in Head Start classrooms. In two focus groups, one for instructional assistants (n = 5) and one for teachers (n = 6), participants responded to open-ended interview questions regarding their experiences and understanding of young children, families, and personal incidents related to culturally responsive practices and providing quality instruction for all children and families, especially children with disabilities. Several themes emerged through a constructivist grounded theory, critical early childhood perspective, and analytic process: children and families, open to learning, experiences of marginalization, powerless, myth of merit, and fear. Organizational categories--culturally responsive, children with disabilities, and perceived ability to enact each--resulted in each group's unique definitions of each. Themes within the organizational categories varied for IAs and teachers. Suggestions for future research and practice within Head Start classrooms and other programs and policy implications in early childhood education are discussed. [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.]
ED551760
Head Start Instructional Assistants and Teachers: Culturally Responsive Practice, Children with Disabilities and Ability to Address Each
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-1294-0
241
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546997
2015
As Provided
JAN2020
No
Comparative Analysis
Literature
Content Area Reading
Reading Materials
Elementary School Students
Reading Achievement
Science Achievement
Reading Instruction
Small Group Instruction
Individualized Instruction
Quasiexperimental Design
Elementary School Science
Pretests Posttests
Statistical Analysis
Gender Differences
Guns, Christine
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials. [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.]
ED551761
A Comparison of Literature-Based and Content-Based Guided Reading Materials on Elementary Student Reading and Science Achievement
ProQuest LLC
Ph.D. Dissertation, Virginia Commonwealth University
2012-00-00
978-1-2678-1213-1
139
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546929
2015
As Provided
JAN2020
No
Principals
Culturally Relevant Education
Leadership
Urban Schools
Disadvantaged Schools
Educational Legislation
Federal Legislation
Elementary Secondary Education
Parent Participation
Qualitative Research
Case Studies
Interviews
Beliefs
Barriers
State Legislation
Conley, Loraine
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
Arizona
Arizona
No Child Left Behind Act 2001
English
Elementary Secondary Education
The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No Child Left Behind Act that deal with parent involvement. The research study concluded that parents have community cultural wealth that contributes to the success of the students of engaged parents and that cultural responsive leadership assists principals with engaging parents in their schools. The research concludes that a gap exists between how parents and principals perceive and construct parent engagement versus what is prescribed in No Child Left Behind Act. [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.]
ED551762
Portraiture of Cultural Responsive Leadership in Title 1 School Principals Implementing Mandates of No Child Left Behind Act within the Context of Parent Involvement
ProQuest LLC
Ed.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-1307-7
172
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547008
2015
As Provided
JAN2020
No
Program Effectiveness
Mentors
Elementary School Teachers
Elementary School Students
Teacher Effectiveness
Self Esteem
Elementary Schools
Writing Instruction
Teaching Methods
Action Research
Intervention
Meetings
Pretests Posttests
Reading Tests
Writing Tests
Scores
Likert Scales
Teacher Surveys
Statistical Analysis
Dos Santos, Kimberley G.
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Education
Grade 4
Grade 5
This dissertation was designed to examine the effects of a site-based teacher mentoring program on teacher confidence and effectiveness in an elementary school in Florida. Based on preliminary data, there was a need for system organizational change to improve teacher confidence and performance with the district's Document Based Question (DBQ) writing program initiative being implemented in all elementary schools. The research question investigated was: To what extent will the systemic implementation of a site-based teacher mentoring program affect teacher confidence and effectiveness? The researcher focused on mentoring fourth and fifth grade teachers as they were the only grade levels required by the school district to teach multiple DBQs throughout the year and they were the only grade levels that had attempted to implement this initiative during the prior school year. This action research study consisted of a site-based intervention which included one mentor per grade level, a monthly Question and Answer session hosted by the mentors, and bi-weekly meetings between the mentors and mentees. The researcher collected three sources of data. Two sources were student forms of data consisting of pre- and post-intervention reading scores and essay scores. The third data source was a Likert scale survey administered to the mentees before and after the intervention. The intervention was implemented for nine weeks. There were 11 fourth and fifth grade teachers and 115 fourth and fifth grade students that participated in this study. After the intervention was completed, the researcher analyzed the data looking for significant differences in the pre- and post-data means using Analysis of Variance (ANOVA) tests. The analysis revealed that the site-based mentoring program intervention did have a positive impact on teacher effectiveness and teacher confidence. The researcher recommended that future research to be conducted in reference to site-based teacher mentoring should consist of qualitative research or mixed-method research. Collecting and analyzing more qualitative data in reference to a site-based mentoring program would be valuable as it would provide more insight and point of view on the topic. [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.]
ED551763
The Effects of a Site-Based Mentoring Program on Teacher Confidence and Effectiveness
ProQuest LLC
D.Ed. Dissertation, Capella University
2012-00-00
978-1-2678-1309-1
95
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547009
2015
As Provided
JAN2020
No
English Language Learners
English (Second Language)
Language Proficiency
Mandarin Chinese
Adults
Listening Comprehension
Video Technology
Coding
Statistical Analysis
Recall (Psychology)
Cognitive Processes
Learning Strategies
Knowledge Level
Educational Technology
Slimon, Jason
Dissertations/Theses - Doctoral Dissertations
English
A vast number of news video listening materials are now easily accessible to English language learners (ELLs) due to developments in broadcast and multimedia technology. While little is known about how ELLs attempt to comprehend this challenging medium, researchers agree on the critical nature of listening skills, which researchers have placed at the heart of second language acquisition (Rost, 2002; Vandergrift, 2007; Wolvin & Coakley, 2000). This study sought to identify the listening strategies (i.e., language learning strategies, LLS) that adult intermediate to advanced level, native Mandarin Chinese-speaking ELLs use to comprehend authentic short documentary-style news video listening materials (i.e. videotexts). Linguistic knowledge (i.e. grammatical and structural knowledge) has been found to have a potentially large influence on strategy use (Santos, Graham, & Vanderplank, 2008). Thus a standardized measure was used to assess subjects' linguistic knowledge and listening proficiency. This was done to determine if differences exist in how subjects (n = 27) with lower and higher abilities in these two areas use listening strategies. Immediate retrospective verbal reports (i.e. subjects' verbal reports during pauses while listening) were used to collect data about the strategies. The data were then transcribed, coded, and quantitatively analyzed to answer three research questions. A written free recall measure was used to assess subjects' comprehension of the operational videotext and to help answer three research questions. Key results include subjects with higher listening proficiency using significantly more bottom-up and total strategies as well as recalling significantly more audio-only idea units while also recalling significantly fewer image-only idea units. Linguistic knowledge was not found to have a strong quantitative relationship with strategy use. All results are discussed in order to contribute to future research and curricular development in the area of listening strategies and the use of videotext for educational purposes. [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.]
ED551764
Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners
ProQuest LLC
Ph.D. Dissertation, University of Kansas
2012-00-00
978-1-2678-3349-5
209
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548122
2015
As Provided
JAN2020
No
Multiracial Persons
College Environment
Models
Race
Theories
Classification
Statistical Analysis
Racial Discrimination
Racial Bias
College Students
Undergraduate Students
Interviews
Socioeconomic Status
Cultural Awareness
Student Organizations
Student Experience
Wann, Chelsea Guillermo
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
As the expanding post-civil rights multiracial population is likely to transform the demographics of American colleges and universities, its perceived growth is also misused to advance neo-conservative agendas and post-racial views about the declining significance of race. Politicized issues around multiraciality frame and impact the campus climate for diversity, but research is scant on the climate for multiracial students. This thesis uses a three-article format to develop an Integrative Model of Multiraciality (IMM) and apply it to examine interpersonal and institutional dimensions of campus climate. The first article constructs the IMM from extant literature and theorizes racialization processes for multiracial students in college contexts. The IMM depicts that racialized experiences of campus climate vary based on racial classification, which is informed by physical appearance, ancestry, socioeconomic status, cultural knowledge, interest convergence with monoracially-constructed groups, and the fluidity of peer culture. The second study uses a quantitative methodology to look at how racially classifying students who mark two-or-more racial categories changes racial groups' representations of experiencing discrimination and bias in college at fourteen institutions across the United States. When aggregated into a single group, students who mark two or more racial categories experience discrimination more frequently than students who only indicate a white background, suggesting mixed race students do not occupy an "honorary white" status as might commonly be assumed. However, double minority multiracial students have higher frequencies of discrimination than minority/white multiracial students, indicating that relative whiteness may result in comparative privilege for the latter group. The final study applies the IMM to interviews with fourteen multiracial undergraduates at a single campus to show how perceptions of multiple racisms in organizational campus structures vary based on socioeconomic status, white cultural knowledge, and whether or not they publicly identify with student organizations reflecting their non-white background(s), which were more important than racial ancestry in climate perceptions. Similarities and differences in the quality of campus climate for multiraciality emerge in each study, allowing these students to be examined both as a group and as members of their respective monoracially-constructed groups. The articles critically connect racial theory, classification, and campus climate. This research gives voice to multiracially-identifying students and their poignant experiences around race and racism in college with implications for further research and institutional practice for developing inclusive campuses. [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.]
ED551765
(Mixed) Race Matters: Racial Theory, Classification, and Campus Climate
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-2678-3428-7
215
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548168
2015
As Provided
JAN2020
No
Special Education
Learning Strategies
Educational Strategies
Success
High School Students
High School Graduates
School District Size
School Districts
Rural Schools
Special Education Teachers
Surveys
Correlation
Hill, Delnice K.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
High Schools
Secondary Education
This study examined processes of learning educational strategies in high school and their post-graduation applications. Participants in the study were post-graduate students from six different graduation classes, 2003-2008 in two small rural Wisconsin school districts. The special education teachers were from the same two rural school districts. The research methods included three different surveys and National Transition Survey studies. Two basic findings were (a) students with a learning disability had difficulties identifying learning strategies they used in high school which transferred into their post-graduate setting, and (b) key learning strategies students chose had a low relationship with the selections from special education teachers. [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.]
ED551766
Do Learning Strategies Affect Post-Graduation Success among Students with Learning Disabilities?
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2009-00-00
978-1-2678-1236-0
112
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546950
2015
As Provided
JAN2020
No
Urban Areas
Emergency Programs
Training
Phenomenology
Adult Education
Kerns, Terry L.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The complicated world of disaster management requires urban search and rescue (US&R) members to be well trained to respond to complex, unpredictable, and difficult to manage disasters anywhere in the world on short notice. Disasters are becoming more complex and difficult to manage as was witnessed by the multi-faceted disaster in Japan in March 2011. Disaster experts argue first responders are the foundation of disaster response with US&R task forces at the forefront of complex disaster response operations. The problem this study addressed was the need for first responders to be prepared, trained, and readied to respond to a disaster. The purpose of this study was to explore the experience of the United States US&R responders who deployed to a disaster to understand the phenomenon of training. Data collected from 16 US&R responders who prepared for and deployed to a disaster, domestic and/or international revealed seven training themes. The training themes were; (a) first responder building block, (b) hazardous materials (HAZMAT) incident and equipment, (c) responder experience, (d) all-hazards, (e) radiation/nuclear incident, (f) water environment and equipment, and (g) realism. Specific recommendations include; disaster preparedness training should implement a novice to expert methodology, and a national training standards. The results of this study provided detailed and rich data for leaders of first responder communities to improve training and address policy, procedures, and funding for US&R disaster preparedness. [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.]
ED551767
A Phenomenological Study of Urban Search and Rescue Members Who Responded to a Disaster
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1215-5
195
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546931
2015
As Provided
JAN2020
No
Student Behavior
Behavior Problems
Discipline Problems
Academic Achievement
Behavior Modification
Intervention
Student Needs
Middle School Students
Middle Schools
Referral
Grades (Scholastic)
Grade Point Average
At Risk Students
Program Evaluation
Program Effectiveness
Mixed Methods Research
Zaegel, Barbara M.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Secondary Education
Middle Schools
Junior High Schools
One of the many concerns of parents, teachers, and school administration is the lack of student discipline and its effect on academic achievement. Many schools have adopted different models of prevention to support positive behaviors and increase academic achievement. For those schools that adopt and implement the School-wide Positive Behavior Intervention and Support Program (SWPBIS), there is a need for secondary and tertiary programs to support those students who do not respond positively to the universal framework. This study, which took place during the 2010-2011 school year, evaluated one secondary intervention, the Check In/Check Out (CICO) behavior education program at a Midwest public middle school. This examination utilized a mixed method case study to understand the issues that arise when implementing SWPBIS CICO, the features that support or hinder the processes, and the benefits of the program to the students, staff and school. Data from student behaviors/office discipline referrals and academic achievement noted by the number of Fs and GPA on student quarter report cards were the basis for voluntary participation. Such an investigation was undertaken to understand students' disruptive behaviors and the connection between these behaviors and academic achievement. This case study provided an illustration of how one middle school used the SWPBIS CICO behavior education program to identify those students at-risk of academic failure, trained coordinators/staff, implemented the intervention, accessed the data, and evaluated its effectiveness. The researcher and team members, comprised of staff and administrators, implemented the program in the school year 2010-2011 to improve behaviors and academics for students at-risk of academic failure. The data and results proved the program was not helpful in its first year of implementation. Findings are discussed in terms of data assessment and results, program efficiency, implications for reform, and usefulness of the CICO program to student behavior and academic achievement. [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.]
ED551768
An Evaluation of the School-Wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2678-3968-8
165
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548488
2015
As Provided
JAN2020
No
Parents
Decision Making
Home Schooling
Qualitative Research
Interviews
Campbell, Pamela Lou Rogers
Dissertations/Theses - Doctoral Dissertations
English
Researchers have spent a relatively small amount of time focusing on homeschooling. The few studies which have been completed regarding homeschooling have skirted the question of the decision-making process taken by parents as they choose to begin or discontinue homeschooling. The void in the academic knowledge regarding this growing trend in education has been filled with the data and analysis of this study. By using a qualitative methodology I was not only able to gain insight into the thoughts and experiences of homeschool parents, I was able to hear their passion for their children's education and see their excitement as they described their familiarity with the twists and turns and emotions of the pathway to their final decision. This study addresses the questions: "What process do parents go through when making the decision to begin or discontinue homeschooling their children?" And "What circumstances precipitate a parent's decision to move their children to homeschool or to end homeschooling?" Fourteen families were interviewed and data was collected and analyzed to determine the answer using a decision-making model made up of six different processes. Additionally, the precipitating circumstances were collected and categorized into sub-groups to clearly view the outcome of the evaluation of the data. The results of this study indicate that two decision-making processes, convergence and insightful, dominated the corridor to the final choice of the initial child's educational placement. All of the parents in the study had friends who homeschooled and regardless of their background, were concerned about beginning to homeschool their own children. [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.]
ED551769
A Qualitative Analysis of Parental Decision-Making in Regards to Homeschooling
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-3293-1
185
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548093
2015
As Provided
JAN2020
No
Reading Motivation
Males
African American Children
Qualitative Research
Surveys
Interviews
Observation
Childhood Interests
Grade 5
Success
Competition
Reading Materials
Manwell, Anita K.
Dissertations/Theses - Doctoral Dissertations
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
This qualitative study used a triangulation of survey, conversational interviews, and observations in an authentic setting to explore the phenomenon of reading motivation from the perspectives of a specific group of individuals. Five participants, all African American fifth grade boys qualifying for meal subsidies, gathered in a local youth facility, where they regularly attended as members. The researcher interviewed and observed the boys over the span of three months. Three major themes from the study unveiled the influence of individual interests on reading motivation. This particular group of boys was motivated to read according to measured success and competition, familiarity of topics, and varied selections of reading materials. The study's findings could potentially influence the gender achievement gap in literacy. [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.]
ED551770
Gender-Specific Reading Motivation: Considering Reading from the Perspective of Five Ethnically Diverse Fifth Grade Boys
ProQuest LLC
Ed.D. Dissertation, Ball State University
2012-00-00
978-1-2678-3951-0
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548477
2015
As Provided
JAN2020
No
Adjunct Faculty
College Faculty
Biology
College Science
Community Colleges
Teacher Employment
Faculty Development
Rural Schools
School Size
Mixed Methods Research
Interviews
Rutherford, Kevin Bruce
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
The purposes of the study were to identify the employment of biology adjunct faculty, and to determine what support and professional development is provided for them across three sizes of rural community colleges. This study used a mixed-method research design. Nine rural community colleges participated in the study. Quantitative data were obtained from the registrar's office at each participating college. Qualitative data were obtained through interviews with administrators and adjunct faculty at each participating college. Findings showed statistical differences in the proportions of biology courses, biology lecture classes, and afternoon and online classes taught by adjuncts across three sizes of rural community colleges. Rural community colleges provided more support than professional development for their adjunct faculty. Larger rural community colleges were more likely to offer an award or recognition ceremony for their adjunct faculty and to have a laboratory preparation person than smaller rural community colleges. Larger rural community colleges were able to provide financial support to their adjunct faculty to attend conferences and to join professional memberships. Larger rural community colleges were more likely to have formal mentors than smaller rural community colleges. Administrators had more suggestions than adjunct faculty on how to improve the support and professional development offered by their colleges. [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.]
ED551771
Biology Adjunct Faculty Employment, Support, and Professional Development across Three Sizes of Rural Community Colleges
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4054-7
165
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548537
2015
As Provided
JAN2020
No
Parent Attitudes
Administrator Attitudes
Principals
Federal Legislation
Educational Legislation
State Standards
Core Curriculum
Accountability
Statistical Analysis
Gender Differences
Racial Differences
Ethnic Groups
Teachers
Students
Educational Resources
Instructional Leadership
Statistical Significance
Standardized Tests
Financial Support
Comparative Analysis
Elementary Secondary Education
Heil, Steven Michael
Dissertations/Theses - Doctoral Dissertations
Arizona
No Child Left Behind Act 2001
Arizona
No Child Left Behind Act 2001
English
Elementary Secondary Education
From the inception of public education, the curricula of schools have been debated. As early as 1893, higher education and governmental committees sought to establish what, when, and how cognitive level curricula would be taught. In times of national need, as when the Soviet Union launched Sputnik, the educational system was called upon to help our nation's youth achieve higher standards. During this time, a national set of science, mathematics, and foreign language standards was created. It wasn't until mid-1980 that standards-based school reform became popular resulting from President Ronald Reagan's inquiry into the public education system and the publishing of "A Nation at Risk." Each successive president held education summits that built upon past summit results. Performance standards, statewide assessments, and accountability measures were the end product of multiple education summits and reauthorizations of the "Elementary and Secondary Education Act," now known as "No Child Left Behind" (NCLB). Under the NCLB legislation, accountability measures label schools by their performance level and report the labels to the general public in order to help the parents and public know how well schools are doing. Fifty different states have created fifty different levels of standards and accountability creating an issue of equity within the United States' public schools. Currently, common core state standards have been accepted by forty-five states to help build equity back into the nation's schools. Principal and parent perceptions are used in this descriptive and causal-comparative study to identify how the implementation of the common core state standards affects schools and accountability in Arizona. How principals' and parents' perceive the effects of the common core state standards on instruction, teachers, students, school resources, school leadership, and accountability was examined in this research study using an independent samples t-test to look for a statistically significant difference between the two groups. A two-way ANOVA was also used to analyze the two groups for gender differences and ethnic differences. Descriptive statistics were also used to analyze parent's perceptions of school accountability. This study revealed statistically significant differences between the principal and parent groups in the areas of teachers, students, school resources, and school leadership, while instruction and accountability uncovered no statistically significant differences. No statistically significant differences were found between principals and parents in gender and ethnicities. The descriptive statistics suggested parents were not concerned about state assessment or accountability as much as they were about current school funding. Recommendations for future research, practice, and implications for current practice are suggested as a result of this quantitative research study. [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.]
ED551772
Principal and Parent Perceptions of How Implementing Common Core State Standards Affects Schools and Accountability
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4027-1
226
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548523
2015
As Provided
JAN2020
No
Study Guides
Reading
Reading Improvement
Developmental Programs
Merchandise Information
Reading Tests
Scores
Use Studies
Quasiexperimental Design
Remedial Reading
Community Colleges
College Students
Statistical Analysis
Repetition
Buckley, Shellie Calhoun
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Two Year Colleges
Higher Education
Postsecondary Education
Methods and teaching tools have been researched to determine if they prove to be successful in effectively teaching the underprepared. This study was conducted to compare the differences in the utilization of alternative labeling on study guides to determine if the usage affects the outcome on participant's test scores. A quasi-experimental design was used. Volunteer student participants were drawn from intact developmental reading courses, taught by the same instructor in face to face classes at a community college in north Texas. Two groups were established to draw a comparison between Group A and Group B. This study allowed for statistical comparison across and within both groups to determine if the alternative label of "Sample Exam" is more powerful than the label "Test Review" in the title of a study guide for a developmental reader. The statistical Package for the Social Sciences (SPSS) software was used to analyze the student participants' test scores at the 0.05 level of significance using an Analysis of Variance (ANOVA). The results did not find any significant differences in the usage of an alternative label on the title of a study guide given prior to an exam. However, this study indicated a trend appeared to be moving toward higher grades through repetition. Improvement in both groups, though not statistically significant, was shown, and repetition may be the key. [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.]
ED551773
The Effects of Alternative Study Guide Labels on Testing in Developmental Reading
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-3993-0
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548508
2015
As Provided
JAN2020
No
Computer Security
Computer Networks
Artificial Intelligence
Decision Making
Crane, Earl Newell
Dissertations/Theses - Doctoral Dissertations
English
The research problem that inspired this effort is the challenge of managing the security of systems in large-scale heterogeneous networked environments. Human intervention is slow and limited: humans operate at much slower speeds than networked computer communications and there are few humans associated with each network. Enabling each node in the network to assist in this security management challenge is not a total solution to the problem but could potentially contribute to making the challenge more tractable. Specifically, this research effort is focused on enabling each node to contribute to the security management challenge by creating a capability at each node that continually assesses the operational environment and makes decisions based on that assessment regarding its operational profile. The decision process is based on two elements: input from near-neighbor nodes and self-assessment based on a priori conditional states. The end product of this decision space is a nervousness index which is used by each node to increase or decrease operational patterns of behavior. This process assists in the security management of the network by automatically reducing operational capabilities based on group environmental assessments, which provides the human administrator valuable input in the overall security state of the network as well as additional time to react when threats are detected in the networked environment. [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.]
ED551774
Emergent Network Defense
ProQuest LLC
Ph.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-3972-5
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548491
2015
As Provided
JAN2020
No
Foreign Countries
Women Administrators
Experience
Public Colleges
Community Colleges
Sex Fairness
Gender Issues
Feminism
Confucianism
Ideology
Interviews
Observation
Barriers
Asian Culture
Sex Role
Career Development
Policy
Dang, Ngoc Lan Thi
Dissertations/Theses - Doctoral Dissertations
Vietnam
Vietnam
English
Higher Education
Postsecondary Education
Two Year Colleges
Academic women in the Mekong Delta (MD) in southern Viet Nam remain underrepresented in key leadership positions and other positions of power and influence in their institutions. This situation exists regardless of various local, national, and international policies on gender equality and the implementation of numerous action plans, strategies, and activities to enforce this equality on Vietnamese campuses. No existing literature in Viet Nam examines the experiences of women in higher education in the MD and their underrepresentation in positions of power and leadership. Accordingly, this study sought to understand the lived experiences of a limited number of women leaders in higher education in the MD and the processes they have undertaken to advance into key positions of influence in their institutions. The study was framed within the larger context of gender equality in Viet Nam, but it focused on the nature of the leadership development process of women in academia in the MD. In particular, it explored the lived experiences of mid-level women leaders in two multidisciplinary public universities and two community colleges in the MD, to see how gender inequality issues have manifested themselves in this context. The women leaders' experiences, coupled with gender issues, were approached through the lens of feminist theories, together with insights drawn from the history of Confucianism and feudal ideology in Viet Nam. Phenomenography was the primary research approach employed in this study. Data were collected from in-depth face-to-face interviews, participant observations, and documents in the four selected higher education institutions. The study's findings show a gap between gender equality policies and gender practices. Women and men in Viet Nam in general and in higher education in particular are equal in all spheres of life in law, but not in reality. The findings specifically reveal that although women encounter significant opportunities for their professional development and career advancement, thanks to the gender equality law and policies, there are still various barriers hindering their advancement and equality with men in real life. More important, traditional Vietnamese culture, which is still heavily influenced by Confucian and feudal ideologies, continues to affect adversely not only men's but also women's perceptions of women's roles, status, and forms of participation in different spheres of life. The negative impact of these collective beliefs on the academic women leaders in this study is pervasive and intense, regardless of their age. Even though they had subtle desires to become leaders, none of them developed strategies to move up their career ladder or to hold senior leadership roles. Rather, they all became leaders "unintentionally.". This study offers several suggestions for improving gender policies and practices, theories, and future research on women and leadership in academia. First, there must be changes in gender policies and practices at the national, institutional, and individual levels before academic women's leadership status in Viet Nam can be ameliorated. Moreover, the current study clearly describes and interprets how women who lack parental encouragement and career ambitions attain leadership roles, while not much Western and Asian literature on women's leadership delves into these issues. Similarly, it contributes to feminist theories (e.g., MacKinnon, 1989) by describing what sex differences and inequalities truly exist in Vietnamese higher education and society, and how they should be addressed. Finally, to better inform and benefit not only women but also men and policy makers, future researchers should conduct longitudinal qualitative and/or quantitative studies with large sample sizes to examine the lived experiences of both women and men in higher education in Viet Nam and other Asian countries. [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.]
ED551775
Vietnamese Women in Academic Leadership: Experiences of Mid-Level Women Leaders in Universities and Colleges in the Mekong Delta
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-3296-2
267
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548096
2015
As Provided
JAN2020
No
Functional Behavioral Assessment
Behavior Problems
Adults
Comorbidity
Severe Mental Retardation
Mental Disorders
Intervention
Program Effectiveness
Behavior Modification
Communication Strategies
Communication Skills
Chezan, Laura Claudia
Dissertations/Theses - Doctoral Dissertations
English
I conducted two studies. First, I examined the applicability of discrete-trial functional analysis (DTFA) for identifying the function of problem behavior in three adults with a dual diagnosis of a significant intellectual disability and a mental illness. Results indicated clear patterns of problem behavior for each participant. Second, I used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of FCT on the acquisition and discriminated use of a functionally equivalent replacement behavior. Results indicated that FCT was effective in producing acquisition and discriminated use of a replacement response for all participants. This study extends the literature on the accurate assessment of the function of problem behavior to adults with dual diagnosis and provides empirical evidence of the effects of one's motivation on the acquisition of a functionally equivalent replacement behavior. Implications for future research and practice are suggested. [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.]
ED551776
Discrete-Trial Functional Analysis of Problem Behavior and Functional Communication Training in Three Adults with a Dual Diagnosis of a Significant Intellectual Disability and a Mental Illness
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4205-3
188
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548617
2015
As Provided
JAN2020
No
Principals
Special Education
Student Personnel Services
School Law
Educational Legislation
Educational Diagnosis
Educational Practices
Best Practices
Knowledge Level
Statistical Analysis
Special Education Teachers
Surveys
Franklin, Christine
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this quantitative research study was to determine the relationship between the schools principal's working knowledge of special education laws, diagnosis procedures, and instructional best practices a relates to the level of educational services within a school's special education department. To examine this relationship, the researcher reviewed data collected from a survey given to select special education teachers. This research measured the special education teacher's perception of the following: special education law, instructional best practices, and diagnostic procedures. The results of the survey were analyzed to determine if principals' working knowledge of special education had a relative impact on level of educational services within schools' special education departments. The results of this study indicate that special education teachers' perceptions of their principal's working knowledge of special education laws, special education instructional best practices, and special education diagnostics procedures were positively and statistically associated with their perceptions of the quality level of the services delivered within their special education department. Therefore, participants who rated their principal as more knowledgeable also tended to show stronger levels of agreement with the quality of the services delivered within the special education department. [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.]
ED551777
Perceptual Study of School Principals' Working Knowledge of Special Education and Schools' Level of Educational Services
ProQuest LLC
D.Ed. Dissertation, Capella University
2012-00-00
978-1-2678-3615-1
151
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548324
2015
As Provided
JAN2020
No
Adjunct Faculty
College Faculty
Community Colleges
Inclusion
Statistical Analysis
Part Time Faculty
Teacher Attitudes
Administrator Attitudes
Online Surveys
Teacher Surveys
Multivariate Analysis
Spaniel, Suzann Holland
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Two Year Colleges
As the majority of teaching faculty on many community college campuses, adjuncts are accountable for the higher education of an increasing number of college-going students. However, adjunct faculty often are disconnected from the community colleges that depend upon them. The purpose of this nonexperimental quantitative study was to investigate the academic and social inclusion of Texas public community college adjunct faculty. This assessment was accomplished by determining whether there were any significant differences in the inclusion of adjunct faculty by their reasons for teaching part time according to Bogert's (2004) job taxonomy, any significant differences in the inclusion of adjunct faculty by their years of service, and any differences between adjuncts' and administrators' perceptions of adjunct faculty inclusion. The primary population of this study was community college adjunct faculty. The secondary population of this study was community college administrators in charge of academics and instruction. Participation in the study was voluntary; therefore, the method of sampling was participant self-selection. The online survey instrument that was used to gather data from participating adjuncts was created from a synthesis of the literature. To establish survey validity and reliability, a pilot test was conducted, and preliminary statistical analyses of constructs were performed. A modified version of the survey was created to assess adjunct faculty inclusion from the perceptions of instructional and academic leaders. Both descriptive and multivariate analysis of variance (MANOVA) research methods were utilized to investigate adjunct faculty inclusion. Findings emphasized the bleak degree of adjunct faculty inclusion. No statistically significant differences in adjunct faculty inclusion were found by their reasons for teaching part time or by their years of service. However, data analyses revealed a significant difference in adjunct faculty inclusion by institution type according to Carnegie Classification. The greatest difference in adjuncts' and administrators' perceptions of adjunct faculty inclusion was the construct "interaction with students". Based on the findings and conclusions of this study, several practices for the improvement of adjunct faculty inclusion are suggested. Studies that merit further inquiry of adjunct faculty inclusion also are offered. [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.]
ED551778
Including the Majority: Academic and Social Inclusion of Adjunct Faculty at Selected Texas Public Community Colleges
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4061-5
218
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548541
2015
As Provided
JAN2020
No
Psychological Patterns
Epistemology
Philosophy
Biblical Literature
Christianity
Content Analysis
Qualitative Research
Models
Teachers
Bowen, Danny Ray
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this content analysis research was to develop a biblical-theological model of Cognitive Dissonance Theory applicable to pedagogy. Evidence of cognitive dissonance found in Scripture was used to infer a purpose for the innate drive toward consonance. This inferred purpose was incorporated into a model that improves the descriptive fidelity of previous research observations and extends the prescriptive facility of Cognitive Dissonance Theory. The qualitative research design consisted of five phases. In the first phase, individual cases were identified by examining every verb in the New American Standard Bible for potential evidence of cognitive dissonance. In the second phase, the primary researcher examined every case isolated in Phase One for the elements of cognitive dissonance using criteria from the cognitive dissonance research literature. In the third phase, outside coders repeated coding of a stratified, random sample of cases, and intercoder reliability was established. In the fourth phase, the results were analyzed and evaluated. In the final phase, a biblical-theological model was proposed. There was an apparent progression in the type of cognitive tension experienced by people in Scripture. In the Old Testament, most cases of cognitive tension included a commitment to a decision consistent with Leon Festinger's description of cognitive dissonance. In the New Testament, particularly after Pentecost, the cognitive tension seems to have changed so that Christ-followers no longer demonstrated a commitment to a decision before experiencing cognitive tension. This change revealed cognitive tension consistent with both Piaget and Hegel. Alternatives were offered to explain the apparent progression in cognitive tension and a model was proposed that described Cognitive Dissonance Theory as a metatheory of cognitive tension that allows for subtypes of tension recognized by other researchers. Cognitive tension in Scripture seemed to be related to a sapiential drive manifested as learning aimed at orthodoxy--rightly aligned propositional wisdom, orthopathy--rightly aligned dispositional wisdom, and orthopraxy--rightly aligned enacted wisdom. The implications and applications of these conclusions were discussed. [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.]
ED551779
A Biblical-Theological Model of Cognitive Dissonance Theory: Relevance for Christian Educators
ProQuest LLC
Ph.D. Dissertation, The Southern Baptist Theological Seminary
2012-00-00
978-1-2678-3090-6
224
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547954
2015
As Provided
JAN2020
No
Dropouts
Dropout Rate
Zero Tolerance Policy
Discipline
Rural Youth
Rural Schools
African American Students
High School Students
Qualitative Research
Phenomenology
Semi Structured Interviews
Economically Disadvantaged
Neely, Drustella
Dissertations/Theses - Doctoral Dissertations
Mississippi
Mississippi
English
High Schools
Secondary Education
The use of zero tolerance discipline in schools in the Mississippi Delta created considerable obstacles for African American students to excel, achieve, and graduate. This study used a qualitative phenomenological method to examine and assess how the application of the 1994 zero-tolerance disciplinary policies in Mississippi Delta public schools increased the dropout rate among African American high school students and how dropping out impacted those students. This phenomenological study used a purposeful sampling technique to identify 10 eligible participants for in-depth face-to-face interviews. The participants were individuals who dropped out during the 1997-98 school year but before the ending of the 2007-08 school year. Semi-structured interviews were conducted during the data collection process to obtain information about how participants perceived and experienced the zero tolerance discipline policies implemented in the Mississippi Delta public schools. The study showed that African American student dropouts perceived that being poor and African American created challenges that caused them to drop out of school. [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.]
ED551780
The Mississippi School Dropout Quandary: An Examination of Zero Tolerance as a School Discipline through the Eyes of Rural African American High School Dropouts in the Mississippi Delta
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-1220-9
135
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546936
2015
As Provided
JAN2020
No
Comparative Analysis
Administrator Attitudes
Teacher Attitudes
Elementary School Teachers
Charter Schools
Public Schools
Work Environment
School Culture
Elementary Schools
Surveys
Likert Scales
Statistical Analysis
Quin, Wayne Anthony
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Education
This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions between school administrators and faculty, and the interaction between type of school. The School Work Culture Profile (SWCP), a paper-and-pencil survey, was designed in 1988 by Snyder to obtain a measure of a school's work culture. The SWCP uses a Likert scale to assess the overall perception and four sub-domains of planning, development, program development, school assessment, and staff development. One hundred sixty-one teachers and administrators from public charter and public non-charter elementary schools participated. Results of ANOVA tests indicated differences by job category: administrators scored significantly higher than faculty on the overall perception and three sub-domains of school work culture: planning development, program development, and school assessment. There was no difference on the staff development sub-domain. Administrators and faculty members do perceive certain aspects of school work culture differently. Program Development, Planning Development, and School Assessment are administrative functions, whereas Staff Development may be perceived to be more of a personal function. There was no difference between perceptions of instructional staff by type of school (public charter and public non-charter). In addition, there was no interaction between job category and school type. The perceptions of administrators and faculty members of both types of schools do not appear to be dependent upon whether or not they work in charter or non-charter public schools. Public charter and public non-charter school instructional staff responded to SWCP sub-domains similarly; therefore, the type of school the respondents worked in, albeit public charter or public non-charter, did not impact their perceptions. Differences existed in perceptions between school administrators and faculty members, regardless of type of school, with the exception of the sub-domain of staff development. The mean perception for administrators in both types of schools was higher in the other three domains. No interaction occurred between type of school and type of job category for any sub-domain or the overall perception. The conclusions from this study included (a) schools are equal regardless of the type of school, (b) the culture of administrators and faculty members remains the same regardless of the type of school, (c) the perceptions of administrators and faculty members are not determined by the type of school in which they work--administrators and faculty members do perceive certain aspects of school work culture differently. Implications derived from the study include (a) efforts to mainstream and encourage cross-institutional (public charter schools and public non-charter schools) collaboration might be helpful to improve the educational conditions for all students, (b) efforts need to be focused on increasing the collaborative conversations and involvement that connect the individuals in a school setting as related to planning development, program development, school assessment, and the overall perception of school work culture as well as developing inclusionary practices that increase faculty members' input in meeting schools' stated goals, (c) placing emphasis on the charter school movement as an alternative for the innovative ideas needed to address the state of the national education system could be increased in colleges of education and educational leadership programs, and (d) program development, planning development, and school assessment are administrative functions, whereas staff development may be perceived to be more of a personal function. [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.]
ED551781
A Comparison of the Perceptions of School Work Culture by Administrators and Faculty in the Public Charter and Non-Charter Elementary Schools of a Central Florida County
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2012-00-00
978-1-2678-4603-7
181
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548807
2015
As Provided
JAN2020
No
Reading Instruction
Intervention
Instructional Effectiveness
Teaching Methods
Elementary School Students
Emotional Disturbances
Reading Skills
Reading Improvement
Thornton, Francis
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The purpose of this study was to evaluate the effectiveness of the Neurological Impress Method as an intervention to improve reading skills in elementary school children with emotional disabilities. When educators work with children with emotional disabilities, the focus is often on modifying behaviors. This focus on behavior rather than academics has in some part contributed to poor scholastic outcomes for students with emotional disabilities. This study is intended to help educators, by providing an effective intervention to help improve reading skills in children with emotional disabilities. A multiple-baseline research methodology was used to examine the effectiveness of the intervention on the participants under treatment in this study. Three participants were placed into treatment and each participant showed significant improvement in words read correctly in one minute. The participants showed significant improvement after twenty intervention sessions over a five week period. Using this intervention participant one increased his words read correctly in one minute by 9.5, participant two increased his words read correctly by 9.95, and the third participant increased his words read correctly by 8.93. These results shows that in this study NIM was an effective intervention, which can be used to improve the reading skills in children with E/BD. [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.]
ED551782
The Neurological Impress Method as a Reading Intervention for Students with Emotional Behavior Disabilities
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4064-6
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548542
2015
As Provided
JAN2020
No
Foreign Countries
Higher Education
Social Mobility
Ethnography
Public Colleges
Interviews
Participant Observation
Family Relationship
Social Theories
Cultural Capital
College Students
Student Experience
Hessling O'Neil, Marcy
Dissertations/Theses - Doctoral Dissertations
Benin
Benin
English
Higher Education
Postsecondary Education
This dissertation examines the relationship between higher education and social mobility among students and their families in Benin, West Africa. In this study I draw on ethnographic research conducted at the public University of Abomey-Calavi in Cotonou, Benin in 2010. I utilize interviews, historical documents, and participant observation to analyze the shifting relationships that students have with their families. In 1990 Benin had one of the lowest rates of enrollment at all levels--primary, secondary, and tertiary--in sub-Saharan Africa. Twenty years later, after numerous awareness campaigns and education policy adjustments, Benin's educational system is overflowing with students. Among sub-Saharan African countries Benin is projected to have the second highest number of university students per 100,000 inhabitants by the year 2015. The rapid increase in student enrollments has been accompanied by efforts to build up the infrastructure within the education system, partially funded through international aid. Donors have played a significant role in shaping Benin's education reform, in part because access to funding is often tied to Poverty Reduction Strategy Papers that must be approved by the World Bank. In this dissertation I ask: How does the process of "becoming something" affect the students' relationships with their families, many of whom have very little formal education? How do their experiences shed light on the effects of global initiatives designed to increase access to education as part of a larger strategy of poverty reduction? Using Bourdieu's theories of habitus and cultural capital, I analyze the shifting relationships that students have with their family members. University students enjoy positions of status within their families, and express aspirations for upward mobility as adults. This growing segment of society, and their families and communities, have been told that education will enable them to go forward and "become something." Yet such upward mobility is not necessarily transferred to all members of the extended family, leading to jealousy and resentment. In this dissertation I aim to present an alternative narrative to the dominant discourses on the benefits of education found throughout reports issued by the World Bank, UNICEF, USAID and other agencies, as well as to allow the reader insight into the lived experience of being a university student in Benin during a period of fantastic growth. I examine the excitement, ambiguity, and uncertainty that come with being a university student in Benin. My findings suggest that there is a disjuncture between the elite aspirations of the students, including social status, upward mobility, and ability to reciprocate with their extended families, and their perceptions of possible success upon graduation. Particularly among students with lower socioeconomic backgrounds, education as a means of "becoming something" is an empty promise. This study contributes to literature on higher education policy in contemporary Africa, as well as the expanding body of scholarship examining higher education and social inequality. [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.]
ED551783
"You Who Have Been to School, What Have You Become?": An Ethnographic Study of University Life in Benin
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-4420-0
251
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548719
2015
As Provided
JAN2020
No
Graduation Rate
Public Schools
High Schools
School Size
Socioeconomic Status
Comparative Analysis
Statistical Analysis
Regression (Statistics)
Correlation
Rivers, Thomas E., Jr.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
High Schools
Secondary Education
This study included a comparison of the graduation rates among high schools in South Carolina closely analyzing school size and socioeconomic status. The purpose for the study was to answer two questions: What patterns and relationships exist between school size and graduation rates at high schools in South Carolina? What patterns and relationships exist between socioeconomic status and graduation rates at high schools in South Carolina? The study further analyzed the impact on graduation rates when the variables of school size and socioeconomic status were combined. A quantitative, five-year (2007-2011) study was designed using data obtained from the South Carolina Department of Education and the South Carolina High School League. The findings from the first statistical test, an analysis of variance (ANOVA), revealed that the graduation rate means between schools based on size are likely to be similar. The results for the second question, using a linear regression, showed that socioeconomic status was significantly correlated to graduation rates. However, the small variance revealed that socioeconomic status has a small effect on the graduation rate. Finally, a multiple linear regression was used to analyze the impact on graduation rates when combining two variables (i.e., school size and socioeconomic status). Based on the findings, it was discovered that school size and socioeconomic status contribute significantly to the prediction of graduation rates. However, as stated with the linear regression, the small variance indicated the independent variables (i.e., socioeconomic status and school size) had a small to moderate effect on the graduation rate. The findings from this research conclude that size is not factor on graduation rates as the mean rates for high schools classified as 1A, 2A, 3A, and 4A are very similar. The results further reveal that socioeconomic status significantly impacts graduation rates; however, the variance is small suggesting that poverty is not a reliable predictor of graduation rates. [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.]
ED551784
Graduation Rates in South Carolina Public High Schools: The Effect of School Size and Socioeconomic Status
ProQuest LLC
Ph.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4605-1
141
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548809
2015
As Provided
JAN2020
No
Data Collection
Data Analysis
Evaluation Methods
Mathematics
Privacy
Confidentiality
Program Effectiveness
Alnatsheh, Rami
Dissertations/Theses - Doctoral Dissertations
English
A problem that has been the focus of much recent research in privacy preserving data-mining is the frequent itemset hiding (FIH) problem. Identifying itemsets that appear together frequently in customer transactions is a common task in association rule mining. Organizations that share data with business partners may consider some of the frequent itemsets sensitive and aim to hide such sensitive itemsets by removing items from certain transactions. Since such modifications adversely affect the utility of the database for data mining applications, the goal is to remove as few items as possible. Since the frequent itemset hiding problem is NP-hard and practical instances of this problem are too large to be solved optimally, there is a need for heuristic methods that provide good solutions. This dissertation developed a new method called Min_Items_Removed, using the Frequent Pattern Tree (FP-Tree) that outperforms extant methods for the FIH problem. The FP-Tree enables the compression of large databases into significantly smaller data structures. As a result of this compression, a search may be performed with increased speed and efficiency. To evaluate the effectiveness and performance of the Min_Items_Removed algorithm, eight experiments were conducted. The results showed that the Min_Items_Removed algorithm yields better quality solutions than extant methods in terms of minimizing the number of removed items. In addition, the results showed that the newly introduced metric (normalized number of leaves) is a very good indicator of the problem size or difficulty of the problem instance that is independent of the number of sensitive itemsets. [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.]
ED551785
Frequent Itemset Hiding Algorithm Using Frequent Pattern Tree Approach
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2012-00-00
978-1-2678-4492-7
89
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548774
2015
As Provided
JAN2020
No
Textbooks
Art Products
Mathematics Curriculum
Textbook Content
Creativity
Mathematics Education
Heuristics
Textbook Evaluation
Dietiker, Leslie C.
Dissertations/Theses - Doctoral Dissertations
English
Both the purpose and overarching goal of this dissertation can be summarized with this quote by Buckminster Fuller: "You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete." That is, to enable substantive positive change in mathematics education, this dissertation builds a new curricular model, tackling the question, "When mathematics textbooks are interpreted as art, what can be learned?" Although unconventional, this approach offers new conceptual tools for teachers and curriculum developers to make sense of the way in which mathematical ideas emerge and develop throughout a curricular sequence and to think anew about mathematics curriculum. Specifically, this work re-conceptualizes a mathematics textbook as a mathematical story with mathematical characters, action, setting, moral, and plot. Built from literary theory, especially the frameworks of Bal (2009) and Barthes (1974), the "mathematical story" framework supports a vision of mathematics curriculum as a complex narrative able to stimulate the imagination and curiosity of students and teachers alike. In particular, the notion of mathematical plot offers a new opportunity to articulate the sequential dynamics affecting a reader's aesthetic experience, theorized as a tension between questions pursued by a reader and the revelations enabled by the text as the mathematical story unfolds. Oscillating between the analysis of mathematics textbooks and literary frameworks, the mathematical story constructs were developed and tested. Once stable and consistent, the constructs of mathematical character, action, setting, moral, and plot were carefully defined with examples from written curriculum. In addition, new characteristics of curriculum made visible with this re-conceptualization were explored and articulated through the analysis of multiple textbooks, focusing attention on what can be learned about the manifestation of mathematical characters and mathematical plots in textbooks. In part, these analyses reveal how a mathematical character, such as the number zero, is introduced and temporally evolves throughout a sequence of curriculum. This interpretation of mathematics textbooks also exposes how the development of a mathematical object involves not only the identification of the character but also the reader's identification with the character. A representation using Barthes' hermeneutic codes is also introduced to describe the mathematical plots of different mathematical stories, enabling the different experiences of reading these stories to be recognized and understood. As mathematics curriculum broadly affects nearly every aspect of mathematics education (from planning to enacting to assessing), this mathematical story framework supports a renaissance of potential opportunities for mathematics teachers and students. It provides a heuristic for the analysis of math textbooks beyond any specific part (such as a task or a definition) in order to recognize the connective tissue of all the parts and the shape and effect of the whole for a reader. It offers teachers new, yet familiar, language for describing and collaborating on mathematics curriculum such as planned lessons or reflections on enacted lessons, further supporting their curricular design work. In addition, this work offers a conceptual foundation on which designers make important choices regarding the introduction and development of mathematical objects, procedures, and representations. In doing so, this work creates the potential to improve the mathematics curriculum offered to students. [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.]
ED551786
The Mathematics Textbook as a Story: A Novel Approach to the Interrogation of Mathematics Curriculum
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2012-00-00
978-1-2678-4470-5
315
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548759
2015
As Provided
JAN2020
No
First Generation College Students
Predictor Variables
Academic Persistence
Church Related Colleges
Christianity
Surveys
Multiple Regression Analysis
Educational Attainment
Parent Background
Student Motivation
Expectation
Educational Finance
College Preparation
Grade Point Average
High School Students
Mathematics Instruction
Student Characteristics
Shoemaker, Scott Norman
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This study presents the results of a study of first-generation college student predictors of persistence at Christ-centered baccalaureate colleges. Data were obtained from 5 institutions that administered the CIRP Freshman Survey from the Higher Education Research Institute at UCLA and were matched with persistence data. Multiple regression analyses were performed on data grouped by parent education level, yielding 4 unique models of persistence, including the total sample of 1,638. Results showed selected motivational variables such as degree expectations and financial concern predicted persistence in first-generation students, along with precollege preparation variables such as high school GPA and number of mathematics courses. Personal demographic characteristics and faith identity were not found to significantly predict persistence for first generation students, but faith identity was found to be predictive of persistence in continuing generation students. [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.]
ED551787
Predictors of Persistence for First-Generation Students Attending Christ-Centered Baccalaureate Colleges
ProQuest LLC
Ed.D. Dissertation, Azusa Pacific University
2012-00-00
978-1-2678-3458-4
137
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548188
2015
As Provided
JAN2020
No
Language Usage
Social Bias
Speech
Higher Education
Freedom of Speech
Observation
Questionnaires
Interviews
Case Studies
Qualitative Research
College Students
Psychological Patterns
Student Reaction
Merrigan, Kathleen M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The phenomenon of hate speech on a college campus is an extremely complex issue as the prevalence and impact are intertwined within a multifaceted social construct. What is termed appropriate within one subculture or group may be seen as derogatory, offensive, or harassing to another group. Race, gender, ethnicity, sexual orientation, and disability status all provide substance and context for the development of a socially constructed identity and corresponding worldview. Through a series of structured observations, a field questionnaire, and individual interviews, this observational case study employed a qualitative design derived from the social constructivist worldview. Students noted anger and emotional pain when discussing how they were impacted when hate speech was directed toward them; however, they were more impassioned in their reactions to witnessing or observing incidents of hate speech inflicted on others. The policies and procedures created on a college campus for speech and conduct must allow for the free flow of dialogue in a manner that protects the right to free speech with a clear expectation that those rights do not infringe upon the right to an education that is free from the fears associated with hate. Incidents of hate can and do disrupt the educational process, which leads to the necessity of exploring the use and impact of such incidents. [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.]
ED551788
Free Speech or Bias: A Study on the Impact of Hate Speech in Higher Education
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3626-7
153
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548335
2015
As Provided
JAN2020
No
Culturally Relevant Education
Hispanic American Students
Middle School Students
Urban Schools
Literacy
Student Motivation
Learner Engagement
Reading Motivation
Qualitative Research
Case Studies
Observation
Middle School Teachers
Interviews
Content Analysis
Instructional Effectiveness
Student Experience
Hernandez, Javier E.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Within the last decade, state and federal policy makers advanced many reforms to improve the academic achievement of linguistically and culturally diverse students across the country. These leaders embraced a traditional input-output paradigm where policy mandates (input) would lead to positive student achievement (output). This approach fails to recognize how teachers actively analyze and interpret these external reforms (Coburn, 2001a, 2004; Datnow & Castellano, 2001; Hill, 2001; Stritikus, 2000; Stritikus & Weise, 2006). Furthermore, although these policy mandates are intended to promote student learning, they often ignore students' experiences and voices (Intrator & Kunzman, 2009). In fact, educational psychologists have studied how students' reading motivation and engagement impacts student achievement (Guthrie, 2004; Guthrie & Wigfield, 2000). Within this scholarship, some researchers have found that reading motivation declines for linguistically and culturally diverse urban students in middle school and high school (Unrau & Schlackman, 2006). However, other scholars indicate that culturally responsive literacy positively influences engagement and achievement (Duncan-Andrade & Morrell, 2008; Lee, 1993, 2007; Tatum, 2008). Thus, researchers should aim to better understand classroom contexts where teachers use culturally responsive literacy and describe how this instructional approach influences reading motivation and engagement for linguistically and culturally diverse students. In this qualitative case study, I examined a teacher's approach to culturally responsive literacy and its impact on Latino motivation and engagement in a middle school classroom. Drawing from observations, teacher and student interviews, and document analysis, I identify five major themes: "Instructional Framework," "Collaborative and Community Ethos," "Culturally Responsive Literacy," "Reading Motivation and Engagement," and "Academic Discourse." Central to these main themes was "Collaboration and Community Ethos"; this component interconnected and strengthened the other main ideas. Finally, this teacher's implementation of culturally responsive literacy fostered motivational and engagement; in particular, the case study students' experiences suggested motivational and engagement dispositions while enrolled in this classroom. [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.]
ED551789
Culturally Responsive Instruction: Exploring Latino Literacy Motivation and Engagement in One Urban Middle School Classroom
ProQuest LLC
Ed.D. Dissertation, University of California, Irvine
2013-00-00
978-1-2678-4472-9
243
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548761
2015
As Provided
JAN2020
No
Simulation
Health Services
Interdisciplinary Approach
Allied Health Occupations Education
Medical Education
Nursing Education
Pharmaceutical Education
Comparative Analysis
Teaching Methods
Pretests Posttests
Scores
Teamwork
Cooperation
Student Surveys
Student Attitudes
Statistical Analysis
Instructional Effectiveness
Medical Students
Nursing Students
College Students
Palaganas, Janice Christine
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Interprofessional education (IPE) is gradually recognized as essential to patient safety and implemented as a standard for healthcare education through professional organization recommendations and accrediting bodies. Given the increasing adoption of experiential and team-based learning, healthcare simulation (HCS) has become a preferred vehicle for IPE. As healthcare professional educators explore simulation as a platform for IPE, a need to better understand the state of the science has become apparent. This descriptive comparative study examines how the most commonly used simulation modalities and IPE teaching methods (low-technology versus high-technology; multiprofessional versus collaborative team-based activities; observational versus active methods; standardized patients versus mannequins) affect participants' post-test scores in perceived teamwork and collaboration in pre-licensure students while controlling for factors shown previously to affect these perceptions. A total of 716 medical, nursing, pharmacy, and physician assistant students completed a survey on teamwork and collaboration perceived before and after a HCS enhanced IPE lab. Stratified by profession, the students were randomly allocated into small interprofessional teams that underwent one of six simulation modalities. A secondary analysis of data from an evaluation of an interprofessional lab was used in this exploration of HCS as a platform for IPE. Using mixed between-within repeated measures ANOVA, perceptions of teamwork and collaboration did not improve significantly for high-technology methods (p > 0.05) over low-technology methods, however, the difference in means between post-test surveys differed significantly, suggesting that there was an intervention effect. There was no significant difference in perceptions of teamwork and collaboration in team-based methods and multiprofessional methods (p > 0.05), as well as active and observing participants. Enhanced mannequin-based simulation significantly increased (p < 0.05) students' perceptions of teamwork and collaboration compared to enhanced standardized-patient based simulation. From the findings for initiatives in simulation-enhanced IPE, a framework has been proposed for the development of simulation-enhanced IPE and a format for the reporting of research. Deficiencies were identified both in the existing literature (e.g. gaps in knowledge and reporting, low rigor in research design, variability between studies, multiple confounding variables) and in the study (e.g. retrospective analysis, organization of lab, limitations of equipment and simulators, time and ceiling bias). Acknowledgement of these issues may strengthen future research. By exploring a number of proposed modalities for simulation-enhanced IPE and students' perceptions of teamwork, the findings of this study support a better understanding of IPE using HCS, inform recommendations for use, and identify areas to further join the HCS and IPE fields. [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.]
ED551790
Exploring Healthcare Simulation as a Platform for Interprofessional Education
ProQuest LLC
Ph.D. Dissertation, Loma Linda University
2012-00-00
978-1-2678-3019-7
217
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547895
2015
As Provided
JAN2020
No
Community Colleges
Educational Finance
State Aid
Financial Support
State Policy
Policy Analysis
Access to Education
Educational Policy
Budgets
Johnson, Betsy
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Two Year Colleges
Higher Education
Postsecondary Education
This study investigated various state policies to determine their impact on the state share of instruction (SSI) funding to community colleges in the state of Ohio. To complete the policy analysis, the researcher utilized three policy analysis tools, defined by Gill and Saunders (2010) as iterative processes, intuition and judgment, and advice and opinion. The findings identify key policies that impacted the development and state funding of community colleges. Additionally, the researcher found access was the key policy driver during the time period of this study. The state of Ohio linked its state higher education budget to the policy of access by implementing and maintaining an enrollment-driven formula throughout the years of this study during which data were examined (1962-2009). In fiscal year 1998, Ohio added the Access Challenge, which provided funding to community colleges to help them keep tuition costs low, which again reflected and emphasized the State's policy to provide access to all citizens. [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.]
ED551791
State Share of Instruction Funding to Ohio Public Community Colleges: A Policy Analysis
ProQuest LLC
Ph.D. Dissertation, The University of Toledo
2012-00-00
978-1-2678-3586-4
157
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548302
2015
As Provided
JAN2020
No
Resistance (Psychology)
Writing Instruction
Power Structure
Classroom Communication
Writing Assignments
Participant Observation
Focus Groups
Interviews
Course Descriptions
Teacher Student Relationship
Reilly, John Leonard
Dissertations/Theses - Doctoral Dissertations
English
Mutuality practice in the composition classroom attempts to create equal subject positions between teachers and students, mitigating the effects of dominant power structures inherent to an authority-driven classroom while showing teachers that their students are fully capable, though fledgling, members of an academic community. Understanding how those mutuality practices create and maintain equal subject positions currently falls under the theoretically broad category of critical pedagogy and requires further study to bridge the gap between theory and practice. This dissertation observed mutuality practices in the composition classroom, specifically those related to classroom dialogue, writing assignments and the ways in which those assignments gathered response, tying those elements together to further theoretical knowledge of why such practices are effective and how they are used to mitigate negative student resistance. Using participant observations, focus groups, brief interviews, course assignments and syllabi, this study has been designed to incorporate feedback from both teachers and students as they cooperatively craft meaning (Wallace & Ewald, 2000) in the composition classroom. [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.]
ED551792
Mutuality as a Means of Overcoming Student Resistance
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2012-00-00
978-1-2678-3059-3
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547930
2015
As Provided
JAN2020
No
Multicultural Education
Theological Education
Church Related Colleges
College Faculty
Cultural Awareness
Classroom Techniques
Disproportionate Representation
Predictor Variables
Race
Sex
Multiple Regression Analysis
Factor Analysis
Gin, Deborah Hearn-Chung
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Most multicultural theological education research has focused on theoretical or historical pieces and only on a few institutions. This study explored the personal, professional, institutional, and interactional predictors of seminary faculty engagement with multicultural education. Three hundred full-time faculty in U.S. seminaries affiliated with the Association of Theological Schools were surveyed. Factor analysis and reliability analysis shed light on the types of multicultural education in which faculty engage, and multiple regression and discriminant function analysis isolated predictors. Findings showed that multicultural education in the seminary context is not one-dimensional but consists of three types: Power and Positionality, Cultural Competence, and Classroom Techniques. Power and Positionality encourages exploration of social location and student critique of curricula that perpetuate dominance, incorporating both content with diverse perspectives and content that integrates diversity topics with the course's discipline. Those who employ Cultural Competence aim to develop in their students the knowledge, attitudes, and skills necessary for interacting with persons from other cultures and to provide safe environments for that exploration. Classroom Techniques involve concrete methods, such as student evaluation and course adjustment based on learning needs. Frequency analysis showed that underrepresented minority, and to a lesser extent Asian, faculty tend to engage Power and Positionality and Classroom Techniques more frequently than White faculty. Depending on the type of multicultural education, different predictors surfaced as salient. The faculty characteristics that predicted engagement include personal (e.g., having a cognitive base to talk about diversity), professional (e.g., not being a biblical studies professor), institutional (e.g., curricular requirement for diversity in each course), and interactional (e.g., participation in conversations about diversity with colleagues), indicating that all four dimensions are important for engagement with multicultural education. Though anticipated, race and gender did not enter regression equations as significant predictors; however, the frequency data of these variables aligned to particular types of multicultural education, suggesting that race and gender are intervening variables. Implications for research and for practice extend to individual, classroom, curricular, and institutional realms in seminary settings. As a national study with input from multiple faculty voices, this study provides a needed breadth of perspective within theological education. [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.]
ED551793
Predicting Seminary Faculty Engagement with Multicultural Education
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2012-00-00
978-1-2678-3975-6
279
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548494
2015
As Provided
JAN2020
No
Surveys
Christianity
Church Related Colleges
Spiritual Development
Online Surveys
Biblical Literature
Evaluation Methods
Administrator Attitudes
Interviews
Institutional Mission
Student Evaluation
Change Strategies
College Students
Sweet, Paul R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Colleges and universities exist to promote student learning. It is important, therefore, for each institution to identify outcomes consistent with its mission and then to implement a strategy to assess that learning. While this is true for every institution of higher education, it carries special significance for those colleges and universities committed to the spiritual formation of their students. This study answered the question, What strategies for assessing spiritual formation are perceived to be most effective by leaders of Christian colleges and universities? The target population were 360 leaders--presidents, provosts, chief academic officers at the undergraduate and graduate levels, chief student development officers, and chief spiritual formation officers--from the 101 colleges and universities accredited by the Association for Biblical Higher Education. These leaders completed a web-based survey composted of 10 questions in which they were asked to rate and rank 15 strategies for assessing spiritual formation, as well as to provide open-ended comments. There were 173 (48.6%) responses to this survey. Resulting data indicated that three strategies, including personal interviews, spiritual formation courses, and evaluations by those within the institution were perceived as being most effective. These were supported by the open-ended comments, which also suggested that there was a degree of uncertainty among the respondents as to the nature of spiritual formation and how it should be assessed. This information should be helpful to these institutions as they seek to fulfill this critical part of their mission to effect positive change in the lives of their students. [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.]
ED551794
The Perceived Effectiveness of Strategies for Assessing Spiritual Formation at Christian Colleges and Universities
ProQuest LLC
Ed.D. Dissertation, Columbia International University
2012-00-00
978-1-2678-3028-9
247
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547900
2015
As Provided
JAN2020
No
Confucianism
Foreign Countries
Metacognition
Grounded Theory
Qualitative Research
Teaching Methods
Ethics
Learning Processes
Moral Values
Cultural Awareness
Ethical Instruction
Yoo, Si Ha
Dissertations/Theses - Doctoral Dissertations
Korea
South Korea
English
The purpose of this qualitative study is to understand an unknown educational approach in Korean Confucianism's ethical education characterized as moral internalization, based on the study participants. A prevailed understanding of moral internalization of Confucianism is a strong imposed learning process, which is a well known Asian learning style, a cramming or oppressive learning. However, this study discovered that the ethical learning process of Confucian moral education is a combination of mindful learning and imposed learning. It can be found that the ethical learning process generates four types of ethics, aborted ethics, miscarried ethics, externalized ethics, and internalized ethics in the intercultural learning context. From these findings emerging from the qualitative data, this study developed a grounded theory Korean Confucianism's Mindful Learning Model of Moral Internalization. The mindful learning process in the model makes this grounded theory different from other internalization theories like Vygotsky's cultural internalization theory. In addition, a combination of the two learning process, mindful learning and imposed learning makes this grounded theory significantly different from Langer's mindful learning concept that overlooks traditional imposed learning for educational processes. This grounded theory can contribute to a better understanding of traditional, ethical education in Korean Confucianism. And it will help those who engage in education in associations with ethical and intercultural matters to better understand the outcomes of the cultural learning process in intercultural context. [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.]
ED551795
Korean Confucianism's Mindful Learning Model of Moral Internalization as Manifested in the Cheonghak-Dong Hermit Community
ProQuest LLC
Ph.D. Dissertation, Biola University
2012-00-00
978-1-2678-3033-3
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547904
2015
As Provided
JAN2020
No
Educational History
Introductory Courses
Sociology
Taxonomy
Educational Objectives
Periodicals
Journal Articles
Course Objectives
Higher Education
Undergraduate Study
Clark, Jane Bennett
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of the study was to construct a chronological history and analysis of the published educational objectives for the Introductory Sociology survey course in the colleges and universities of the United States from 1892 to 1957, as reflected by objective statements from selected peer-reviewed periodicals. Because of the gradual transformational characteristics of sociological change, the period 1892 to 1957 was divided into five slightly overlapping subperiods on the basis of major social, political, and educational events, following the design first used by Ogden (1972). Selected periodicals were searched for statements of educational objectives for the collegiate Introductory Sociology survey course. These statements were cataloged into Knowledge, Process, Attitude and Interest, and Cultural Awareness categories. Statements were further cataloged into 12 objective types. The resulting data were classified within and across subperiods according to frequency of occurrence, category, authorship, and year. Six Sociological journals that met the criteria to be included in this study published a total of 17,945 articles during the years studied. Only 0.44% of articles written addressed the undergraduate Introductory Sociology course. Of those, 27.8% actually mentioned objectives for the course. Only 0.12% of all articles addressed educational objectives and produced a total of 89 objective statements. Knowledge objectives were most prevalent with 30, followed by 22 Process statements, 20 Cultural Awareness statements, and 17 statements of Attitude and Interest. Authors of articles used in this study could not specifically agree upon what should be taught in the Introductory Sociology course, except for the relative importance of specific categories of learning objectives. The "Most Important Objective" type for teaching the Introductory Sociology course was Application to Daily Life, those statements that tie the application of use of major facts, principles, concepts, or fundamentals of sociology to real life situations as well as those objectives that stress the accumulation of a body of knowledge. This objective type presumably served in the foundational curriculum design of the course. The paucity of data in this study precluded any ability to determine or predict trends in learning objectives. [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.]
ED551796
Applying the Ogden Taxonomy of Educational Objectives to the Introductory Sociology Course: 1892-1957
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-3996-1
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548509
2015
As Provided
JAN2020
No
Information Technology
Information Systems
Epistemology
Failure
Performance Technology
Performance Factors
Decision Making
Organizational Effectiveness
Dialogs (Language)
Powell, Christopher R.
Dissertations/Theses - Doctoral Dissertations
English
There is a disconnect between information technology (IT) and information systems (IS) that lies at the foundation of frequent failure in cost, schedule, and/or performance of IT/IS. This disconnect can perhaps be reconciled through a focus on the socially constructed and emergent nature of IT as it enters and is used by an organization. The argument is that IT investment is not working with the right knowledge for evaluation and justification and does not reflect human nature in decision-making. The hypothesis is that a structured dialog technique, by focusing on properly perceiving human felt needs rather than exclusively technological aims, improves the process of IT project evaluation and justification. This breaks the requirements development process into multiple, time-efficient steps in order to properly acquire and convert tacit knowledge into explicit and then embedded knowledge. The research questions include: What are the foundations of IT/IS failure, and how do they relate to the absence or presence of structured dialog? What are the dimensions of structured dialog that help fulfill the gap between users' felt needs and IT specifications? Finally, what are the aspects of tools and methods applied in early investment lifecycle activities that can, or seem to, fulfill these dimensions? This study posits a conceptual decision framework using structured dialog to perhaps prevent IT failure. The research starts with an analysis of IT/IS failure factors using a metaevaluation approach tailored for qualitative, interpretive analysis as a metainterpretation with respect to IT case studies and a synthesis of those factors. Then, a pilot of a survey approach is performed to profile and test elements of structured dialog and associated early lifecycle tools with the business/mission process community and technologists. This is then made practical by creating a conceptual decision framework for management to use in framing complex investment decisions such as IT investment. The framework includes obtaining early clarification of the purpose of the new IT/IS system, improving team dynamics to enable better collaboration, making a specific, shared decision as the basis of collaboration, and focusing on structured dialog. The elements of structured dialog found to underlie this decision framework are the production and use of shared meaning, creation and use of common language, repetition and continuation of dialog, and facilitation of shared experience. These elements achieve an organizational epistemology, or knowledge framework, that can potentially facilitate more accurate acquisition and development of IT (that is, the system-as-created), and perhaps lay the foundation for subsequent transition into IS (that is, the system-as-used) that an organization should use in the manner needed and intended. In addition, this epistemology underlies the process, and products, of successful IT/IS architecture. [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.]
ED551797
Reconciling the Disconnect between Information Technology and Information Systems Using an Organizational Epistemology: A Framework to Improve Success with Technology
ProQuest LLC
D.Mgt. Dissertation, University of Maryland University College
2010-00-00
978-1-2678-3058-6
307
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547929
2015
As Provided
JAN2020
No
Montessori Method
Self Efficacy
Preservice Teachers
Teacher Interns
Influences
Student Surveys
Questionnaires
Multiple Regression Analysis
Interviews
Bhatia, Punum
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the United States were surveyed prior to beginning their Montessori teaching and again during the internship stage of their training. As Bandura asserted that self-efficacy stems from four possible sources: mastery experience; vicarious experience; verbal or social persuasion; and physiological state (1997), the same subjects were given an additional questionnaire to determine which factors most affected their efficacy. Multiple regression was then used to examine the relationship between those factors and the teachers' self-reported efficacy. Following this data collection, four teachers from the high self-efficacy group and four teachers from the low self-efficacy group were interviewed to reveal detailed qualitative information regarding the influences on their classroom efficacy. The research indicates that Montessori teachers with high levels of self-efficacy have strong mastery experiences that support their attitudes and desired professional goals. The quantitative results also show that an emotional state associated with past experiences is the second best contributor to self-efficacy. Considering that self-efficacy may be most malleable during the early stages of learning, the results of this study serve to enhance the teacher-training experience though the analysis of early obstacles. [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.]
ED551798
Mind over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Denver
2012-00-00
978-1-2678-3087-6
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547952
2015
As Provided
JAN2020
No
Single Sex Classes
African American Students
Males
Grade 9
Mathematics Instruction
Comparative Analysis
Mathematics Achievement
Language Arts
Student Diversity
Factor Analysis
Statistical Analysis
Scores
Coeducation
Gender Differences
Females
Standardized Tests
Faulkner-Simmons, Denise
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
Research indicated that educators must consider socio-ecological accommodations because not all students learn in cooperative groups. Students must be taught how to discover the process of learning and to apply knowledge to real life situations. Gurian and Ballew (2003) identified differences in the male and female brain and the differences in how they learn. The single-sex grouping practice employed in this study allowed teachers an opportunity to teach students of the same sex. This study was designed to determine the effect single-sex classroom instruction has on African American males' achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district. The school's administration chose to offer alternative educational options for the students. Single-sex classrooms were created in the areas of mathematics and English Language Arts. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. "Ex post facto" data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills. This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for additional school choice options for students as a means of eliminating the achievement gap. [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.]
ED551799
The Effects of Single-Sex Mathematics Classrooms on African American Males in the Ninth Grade
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4058-5
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548539
2015
As Provided
JAN2020
No
Social Networks
Elementary School Teachers
Teacher Attitudes
Social Capital
Network Analysis
Suburban Schools
Leadership Styles
Leadership Effectiveness
Capacity Building
Mixed Methods Research
Correlation
Instructional Leadership
Collegiality
Help Seeking
Proximity
Educational Improvement
Conery, Mary J.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Prior research shows that school leadership matters when it comes to instructional improvement. However, the common conceptualization of school leadership is typically associated with principals. Studies show that a large number of the nation's principals are predicted to retire or leave the profession. A potential shortage of quality school leaders suggests a new approach for thinking about and framing school leadership to meet the demands of today's schools. Distributed leadership and social network analysis have emerged as promising strategies for assessing the presence of and effectiveness of leadership distribution in schools, examining the social and relational aspects of school actors, and identifying leverage within a school's networks to build capacity in leadership and instruction. This kind of analysis has the potential to provide schools with important insights about leadership and instructional capacity for improvement/reform. This mixed methods explanatory study used a survey, social network analysis, and interviews to examine leadership practice and network structures at a suburban elementary school. The survey, titled School Staff Social Network Questionnaire (SSSNQ), was adapted with permission from the Distributed Leadership Study. The software package, UCINET, was used for the analysis of social network data and social network visualization. In the first phase of the study, quantitative survey data and social network methods were used to identify and describe the interactions among formal leaders, emergent informal leaders, and followers in instructional advice networks. Pearson Product Moment Correlations were used to determine if there were relationships between the network structures of centrality, density, and reciprocity and teachers' perceptions of school context/work conditions. In the second, qualitative phase, data were gathered through individual interviews from teachers to better understand leadership from a follower perspective, specifically looking at how forms of capital were used to construct leadership in others. The analysis provided evidence that examining a school's social networks helped account for the distribution of leadership and colleagues' access to potential resources and expertise. Evidence also indicates that access to potential resources was related to each colleague's social ties. Other findings revealed network fragmentation and sparse ties between colleagues at the school. Access to the expertise of colleagues through the school's social networks was limited. The pattern of advice-seeking and communication was largely one-directional. Results suggest variance between social networks based on subject matter and proximity. Except for a few central actors, advice-seeking was mainly confined to grade level or work-based teams, suggesting homophily patterns of interaction. Findings further suggest some low to moderate correlations between the network structures of density and centrality and teachers' perceptions of twelve school context variables. Additional findings suggest significant moderate to high correlations between school context variables, nine of which were related to teacher trust and principal trust and support. Findings in this study point to the potential use of social network analysis by current and future school leaders to analyze, design, and facilitate distributed leadership and the development of social capital for improvement/reform. [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.]
ED551800
Mapping the Terrain: A Social Network Analysis of Elementary Teachers' Perceptions of School Leadership Practice
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4000-4
378
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548511
2015
As Provided
JAN2020
No
Self Efficacy
College Faculty
Correlation
Church Related Colleges
Theological Education
Outcomes of Education
Religious Cultural Groups
Grades (Scholastic)
Attendance
Statistical Analysis
Beliefs
Preservice Teacher Education
Inservice Teacher Education
Mangum, James Irvin, III
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct grades, and attendance percentages. Statistical analysis of these factors found a positive correlation between teacher beliefs and certain student outcomes. It was concluded that teacher training--both preservice and in-service--would be enhanced if methods appropriate to teacher self-efficacy growth were utilized. [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.]
ED551801
The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2012-00-00
978-1-2678-3129-3
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547979
2015
As Provided
JAN2020
No
Late Adolescents
Young Adults
Enrichment
Youth Programs
Attitude Measures
Beliefs
Program Effectiveness
Intervention
Dropout Prevention
Surveys
Semi Structured Interviews
At Risk Students
High School Students
Mentors
Tutoring
Incentives
Academic Persistence
Academic Support Services
Social Support Groups
Access to Information
Educational Resources
High School Graduates
McSheck, Jessica C.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
High Schools
Secondary Education
This study examined the experiences of 10 former proteges, six female and four male participants between the ages of 18 and 24, who were identified as at-risk and subsequently participated in the Youth Enrichment Program (YEP) in central Georgia for a minimum of two years. This study was designed to investigate proteges' beliefs and perceptions about the effectiveness of the YEP as an intervention for students at risk of dropping out of high school. A qualitative case study design was utilized, because it allowed the researcher to gain an in-depth understanding of the participants' experiences as proteges in the YEP. The researcher utilized surveys and semi-structured face-to-face interviews to collect data from participants. The themes that emerged from the data were enrichment opportunities and activities, encouraging environment, mentoring and tutoring, growth and maturity, and incentives. The findings of this study suggest that at-risk students are more likely to persist until graduation when they have access to academic and emotional support. Additionally, the findings of this study revealed that exposing at-risk youth to college and career opportunities may broaden their perception of what they can achieve and enhance their interest in attending college. The participants in this study indicated that the resources, interventions, and support provided by the YEP encouraged them to graduate from high school and pursue their academic and career goals. [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.]
ED551802
Mentoring and the Educational Persistence of At-Risk High School Students
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3328-0
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548107
2015
As Provided
JAN2020
No
Vocational Rehabilitation
Alcohol Abuse
Outcomes of Treatment
Employment
Statistical Analysis
Predictor Variables
Brickham, Dana M.
Dissertations/Theses - Doctoral Dissertations
English
People with alcohol abuse/dependence disabilities are often faced with a complex recovery process due to the exacerbating and chronic aspects of their condition. Vocational rehabilitation for people with alcohol abuse/dependence can help individuals access and maintain employment, and through employment can enhance physical and psychological health and well-being. This study investigated the effects of demographic characteristics and vocational rehabilitation services on employment outcomes for consumers with alcohol abuse/dependence. Outcomes were analyzed using the Rehabilitation Services Administration (RSA) dataset for the fiscal year 2009 through the Chi-squared Automatic Interaction Detector (CHAID) analysis--a statistical method that extracts predictive information from datasets. Three exhaustive CHAID analyses were conducted to segment the large group of consumers into smaller homogeneous subgroups. The results of this study found that the VR consumers with alcohol abuse/dependence as their primary disability had significantly more unsuccessful employment outcomes if they received health benefits (i.e., Medicare and/or Medicaid). Furthermore, the receipt of cash benefits (i.e., SSI and/or SSDI) was also associated with significantly decreased positive employment outcomes. Vocational rehabilitation counseling, job placement services, and on-the-job supports were associated with successful employment outcomes for consumers with alcohol abuse/dependence. A further understanding of the most effective service delivery patterns can enhance outcomes; leading to sustained, competitive, quality employment for VR consumers with alcohol abuse/dependence disabilities. [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.]
ED551803
Predicting Vocational Rehabilitation Outcomes for People with Alcohol Abuse/Dependence: An Application of Chi-Squared Automatic Interaction Detector
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-3160-6
155
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547994
2015
As Provided
JAN2020
No
Superintendents
Leadership Qualities
Skill Development
Communication Skills
Listening Skills
Capacity Building
Work Ethic
Interpersonal Competence
Thinking Skills
Empathy
Integrity
Instructional Leadership
Aptitude
Systems Approach
Mentors
Andragogy
Transformational Leadership
Online Surveys
Interviews
Qualitative Research
Hartley, Lloyd
Dissertations/Theses - Doctoral Dissertations
Oregon
Oregon
English
Adult Education
Understanding antecedents to superintendent leadership development is crucial for the continued improvement of schools. This qualitative study seeks to identify skills superintendents consider critical to their position, antecedents that developed those skills, and provide an increased understanding of the methods needed for developing current and future leaders. Leadership skills explored include: communication, listening, building relationships, collaboration, work ethic, thinking and processing data, empathy, integrity, instructional leadership, vision, organization, financial analysis, aptitude, flexibility, and systems thinking. This study explores common antecedents to adult learning including experience, leadership experience, reflective practice and mentorship. For this study, the adult learning theories of Skills Approach Model (Katz, 1955), Knowles' Andragogy (Knowles, Holton, & Swanson, 1998), and Kegan's Constructive-developmental theory model (Helsing, Drago-Severson, & Kegan, 2003) provided a framework for understanding common antecedents. Superintendent skills and the corresponding antecedents were also compared to the leadership theories of Transformational, Synergistic, Adaptive and Instructional Leadership, as well as Marzano and Waters (2009) five skills for district leadership success. The methodology used online surveys, as well as purposeful interviews of current superintendents in Oregon. Findings include identifying skills needed in the superintendency and antecedents toward skill development. Implications include identifying skills needing further improvement and barriers to increasing skills, recognizing the need to raise awareness of common antecedents to skill development. [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.]
ED551804
Exploring the Relevant Antecedents of Superintendent Leadership Skills
ProQuest LLC
Ed.D. Dissertation, Lewis and Clark College
2012-00-00
978-1-2678-3263-4
183
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548068
2015
As Provided
JAN2020
No
Hispanic American Students
Science Instruction
Science Achievement
Predictor Variables
Career Choice
Majors (Students)
Decision Making
Scores
Mixed Methods Research
Cognitive Processes
Teaching Methods
Student Motivation
Surveys
Databases
Grade 12
High School Students
Attitude Measures
Student Attitudes
Gender Differences
Language Proficiency
Spanish Speaking
Teacher Influence
Religion
Experience
Stein, Rachel S.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Grade 12
Secondary Education
High Schools
Latino/as are an increasingly large subset of the United States population; however, they continue to be underrepresented in science careers. Because of this increase, research regarding Latino/as has improved, but there are still many gaps in regards to gender-specific predictors to pursue science careers. To address this lack of literature, the purpose of this study is to extend previous research and to develop a model of variables that significantly contribute to science career choice among Latino and Latina students when they graduate from high school. In particular the study addressed the following research questions: (1) What are the differences in science outcomes for Latino and Latina students? (2) What are the differences in factors involved in science outcomes for Latino and Latina students? (3) For Latino and Latina students what are the differences in the factors that predict students' choice to pursue a science degree and/or high scores on the Future Plans in Science Scale? (4) What are the differences in how Latino and Latina students experience science, which account for high achieving students to choose to pursue a science major? This study utilized an explanatory mixed-method approach to examine how cognitive, institutional, and motivational factors may be interrelated and play a role in Latino/as choice to pursue science. The first phase of the study incorporated the collection of survey and database information from 12th grade students at two Southern California high schools. The second phase of the study utilized follow-up focus group interviews to explore the specific differential experiences and views of Latino and Latina students. The results of the study demonstrated multiple significant predictors. Science self-concept and views towards science outside of school were the most significant predictors of students' choice to pursue science. Male students also had major predictors of Spanish proficiency, teacher encouragement, religious views, and attitudes towards scientists and science careers, while female students also had the predictor of family views and experiences. Findings from this study give insight into improvements for school practices and policies aimed at guiding more Latino and Latina students into science careers. [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.]
ED551805
Choosing Science: A Mixed-Methods Study of Factors Predicting Latino and Latina High School Students' Decisions to Pursue Science Degrees
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2012-00-00
978-1-2678-3353-2
283
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548124
2015
As Provided
JAN2020
No
Play
Surveys
Problem Solving
Intervention
Elementary Schools
Elementary School Students
Aggression
Prevention
Student Behavior
Program Effectiveness
Bullying
Interpersonal Competence
Social Development
Supervision
Peer Relationship
Skill Development
Basinger, Jason Christopher
Dissertations/Theses - Doctoral Dissertations
Utah
Utah
English
Elementary Education
Prior research of rough-and-tumble play (RTP) has shown mixed results--different definitions, varying functions, and positive and negative outcomes. Few researchers have studied interventions to address RTP in school settings. With unclear evidence of RTP outcomes and the extent school interventions are addressing RTP in school settings, this study explored the extent and effectiveness of intervention programs being implemented to prevent/reduce negative outcomes of RTP in elementary schools. A survey was created and conducted with 30 school problem-solving teams in a western state to obtain information concerning RTP in elementary school settings. Teams provided estimated percentages of RTP leading to beneficial and problematic behaviors, types of benefits or problems resulting from RTP, specific prevention/intervention programs that teams report implementing to address RTP concerns, percentage estimations of students responding to implemented interventions, and training needs to address interventions for RTP concerns. Survey responses showed higher estimated percentages for problematic outcomes than beneficial outcomes. Additionally, the greater number of problem items were endorsed by teams than the number of benefit items, suggesting RTP is more often problematic than beneficial. Interventions estimated to be effective in treating problematic RTP outcomes are reward systems, social skills trainings, active supervision, and bully prevention. These study findings are different from previous research, which concluded that RTP was harmless and/or beneficial to students, and might be due to setting differences (school vs. community). It might be estimated that schools should monitor or prevent RTP to avoid problems, such as aggression, bullying, and poor peer relationships. Programs frequently used by teams targeted skill acquisition through social skills training, anger management, and bully prevention. This study provides understanding to the extent RTP should be addressed in schools. School problem solving teams report that RTP can be problematic in school settings; however, it can be prevented with school-wide intervention, and intervened with individual and small-group interventions. [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.]
ED551806
Perspective and Practices to Address Rough-and-Tumble Play in the School Setting: A Survey of School-Wide Positive Behavior Support Teams in Utah
ProQuest LLC
Ed.S. Dissertation, Utah State University
2012-00-00
978-1-2678-3360-0
88
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548131
2015
As Provided
JAN2020
No
Public Education
Mathematics Achievement
Scores
Algebra
Criterion Referenced Tests
Correlation
School Schedules
Scheduling
Block Scheduling
Comparative Analysis
School Districts
Multiple Regression Analysis
Murray, Gregory V.
Dissertations/Theses - Doctoral Dissertations
Utah
Utah
English
Public education has options with regard to educational settings and structures. States and school districts may select varying lengths for the school year, lengths for the school day, and lengths for individual class periods. In Utah, one measure of students' achievement is scores on the State's end-of-level criterion-referenced test (CRT) for Algebra I. Additionally, an option regarding educational structures is the schedule type used to deliver Algebra I classes. This study examined the relationship between student achievement as measured by Algebra I CRT scores, and the schedule type used to deliver Algebra I classes. The schedule types compared were the traditional daily schedule, trimester 3/3 schedule, trimester 2/3 schedule, and the block A/B schedule. This study sought to answer two research questions: (1) What is the relationship between mathematics instructional schedule type and student scores on Utah's CRT for Algebra I, for all students? and (2) What is the relationship between mathematics instructional schedule type and student scores on Utah's CRT for Algebra I, by individual grade levels? Data were obtained from the Utah State Office of Education and included the scores for 50,000 Utah students, from over 300 different schools, who took the identical Algebra I CRT at the end of the 2010-2011 school year. Data were also obtained from each school district to determine the schedule type of each participating student. Both a multinomial logistic regression analysis and a t-test analysis were conducted to determine relationships between Algebra I CRT scores and schedule types. The results indicated significant differences in student achievement based on the schedule type overall and for individual grade levels. Generally, the earlier the grade level the higher the CRT score. Within individual grade levels, there were both statistically significant and nonsignificant differences. The schedule types that generally score the highest (trimester 3/3 and traditional) had more time in the mathematics classroom and the students' mathematics class met daily. The results suggest the value of daily time spent in the mathematics classroom and may assist educators when considering options available to foster student achievement. [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.]
ED551807
Relationships between Classroom Schedule Types and Performance on the Algebra I Criterion-Referenced Test
ProQuest LLC
Ph.D. Dissertation, Utah State University
2012-00-00
978-1-2678-3403-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548155
2015
As Provided
JAN2020
No
College Students
Learner Engagement
Online Courses
College Credits
Undergraduate Study
Time on Task
Demography
Statistical Analysis
Diaries
York, Robyn M. B.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
There is a scarcity of information identifying whether course credit value is a reasonable assessment of university student engagement in online courses. Defining the student hour in an online environment is particularly challenging and can impact student and faculty workloads. Watson's behavioralistic theory grounded the assessments in this study on whether student engagement in undergraduate courses in an online university was equivalent to the traditional "seat time" student hour definition, and thus whether such courses were appropriately valued in credits. A quantitative, nonexperimental descriptive survey approach was used to describe student engagement in online courses and relate it to the traditional definition. A one-way ANOVA was used to determine if demographic differences existed in average weekly time spent engaged in coursework. Paired t tests were used to compare weekly engagement with the traditional student hour definition. The interval time diary data demonstrated that students were spending significantly less time engaged in coursework when compared with the traditional student hour definition. Recommendations are provided for policy development and implementation in online institutions, including a resulting white paper on developing basic guidelines for student hour credit hours in online institutions. These findings have positive social change implications for university administrations, financial aid programs, and accrediting agencies, all of whom are concerned about the validity of credit assignment to online courses and the academic quality and integrity of these educational offerings. [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.]
ED551808
The Relationship between Student Engagement in Online Courses and Credit Hour Value
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-3449-2
125
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548181
2015
As Provided
JAN2020
No
Employees
Nonprofessional Personnel
Job Satisfaction
School Districts
Labor Force Development
Organizational Development
Social Capital
Public Schools
Social Support Groups
Self Efficacy
Supervisor Supervisee Relationship
Professional Development
Program Development
Surveys
Focus Groups
Interviews
Barakos-Cartwright, Rebekah B.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Classified employees comprise thirty two percent of the educational workforce in school districts in the state of California. Acknowledging these employees as a viable and untapped resource within the educational system will enrich job satisfaction for these employees and benefit the operations in school sites. As acknowledged and valued resources, these employees may play an important role in supporting the vision and mission of a district. The purpose of this study was to listen to the voice of the classified employee, identify, develop and implement systems that support classified employees to increase job satisfaction and engagement in the work place. The study relied on the frameworks of organizational development and the culture of an organization, relationships, dialogue, psychological capital, job satisfaction, social capital, shared leadership and collective efficacy as they relate to accessing and augmenting the untapped resource of classified employees within the public school system. The methodology of the study evaluated the quality of job satisfaction and work engagement of classified employees by listening to the voices of these employees through surveys, focus groups and interviews. Analyses of those data revealed the following themes in attaining job satisfaction: importance of connecting with a team, engaging in the work place, communicating, and developing relationships with peers and supervisors. These findings led to an action-plan model offered by the researcher to establish systems to support classified employees toward greater job satisfaction. Investing time and implementing purposeful procedures through the development of supervisor-employee relationships, increased communication, professional development and fostering opportunities for employees to connect with students as action-steps has the potential to not only support social capital growth of classified employees but may lead to development of human capital. The expansion of classified employees' social capital through the augmentation of the supervisor-employee and professional learning teams' relationships were determined as an important step to building the job satisfaction and work engagement of the classified employee. The voices of classified employees served to frame action plans necessary to realize the positive impact these employees have within a school district. In the final chapter, the researcher described actions that district leaders might take to design and implement systems that support job satisfaction. [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.]
ED551809
Voice of the Classified Employee: A Descriptive Study to Determine Degree of Job Satisfaction of Classified Employees and to Design Systems of Support by School District Leaders
ProQuest LLC
Ed.D. Dissertation, University of California, San Diego
2012-00-00
978-1-2678-3466-9
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548195
2015
As Provided
JAN2020
No
Semantics
Language Universals
Language Research
Contrastive Linguistics
Spatial Ability
Schemata (Cognition)
Concept Formation
Linguistic Theory
Language Variation
Psycholinguistics
Khetarpal, Naveen Mohan
Dissertations/Theses - Doctoral Dissertations
English
Semantic categories across languages appear to reflect both universal conceptual tendencies and linguistic convention. To accommodate this pattern of constrained variation, many theories assume the existence of a universal conceptual space and explain cross-language variation in category extension as language-specific partitions of that space. Three studies presented here evaluate this account of semantic variation and conceptual structure in the domain of spatial relations. Study 1 supports the idea of universal conceptual structure underlying semantic variation by demonstrating that predictive structural constraint can be inferred from cross-language variation. Study 2 takes a cognitively grounded approach, measuring presumptively universal conceptual similarity directly rather than inferring it from language, and finds that semantic categories correspond to coherent conceptual categories. These results provide indirect support for the assumption of universality. When this assumption is tested directly in study 3, we find evidence for both cross-culturally shared spatial concepts and conceptual variation in line with semantic variation. Taken together, this work contributes new evidence suggesting a view in which universal and language-specific forces interact to shape both language and cognition: Universal concepts constrain semantic variation, and the semantic categories of a particular language modulate the availability of those concepts to speakers of that language. [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.]
ED551810
Conceptual Structure and Semantic Variation for Spatial Relations
ProQuest LLC
Ph.D. Dissertation, The University of Chicago
2012-00-00
978-1-2678-3520-8
74
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548243
2015
As Provided
JAN2020
No
Older Adults
Adult Education
Lifelong Learning
Teacher Attitudes
Teacher Student Relationship
Satisfaction
Attitude Measures
Age Discrimination
Stereotypes
College Faculty
Gerontology
Levaque, Susan F.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
The number of U.S. citizens ages 65 years and older is steadily increasing, and members of this cohort are redefining what it means to be an older adult. As members of the Baby Boom generation reach older adulthood, many of them are seeking educational opportunities to help them to meet their needs and desires as lifelong learners. Several factors encountered in learning environments may either enhance or inhibit lifelong learner satisfaction. Research has suggested that the instructor-learner relationship may play a key role in learner satisfaction among older adult learners (Creasey, Jarvis, & Gadke, 2009; Kuh, Kinzie, Schuh, Whitt, & Associates, 2006; Strange & Banning, 2001). This study employed the Fraboni Scale of Ageism, a 29-item survey designed to measure 3 dimensions of ageism: stereotyping, tendency to separate, and affective attitude. An analysis of the participants' responses was conducted. The ages, gender, and years of teaching experience were analyzed for indications of trends among groups of participants. Drawn from the analysis of the participants' responses were descriptions of the perceptions that university professors teaching at a public 4-year university have of older adult learners. [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.]
ED551811
An Examination of Instructors' Perceptions of Older Adult Learners
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3621-2
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548330
2015
As Provided
JAN2020
No
Private Colleges
Higher Education
City Government
Municipalities
Cost Effectiveness
Economics
Mixed Methods Research
Allen, Dale H.
Dissertations/Theses - Doctoral Dissertations
Massachusetts
Massachusetts
English
Higher Education
Postsecondary Education
The relationship between municipal government and a local, private, nonprofit institution of higher education (IHE) can be characterized as a delicate balance between conflict and cooperation. In recent years as municipal expenses have significantly increased, revenue generated from tax collection and state aid has lagged, creating an increasing challenge for municipalities to pay for public services. The strain placed on the municipal budget between the revenues and the provision of public services has led many leaders to view IHEs in their community as potential sources of revenue. The provision of public services to an IHE is provided and paid for by the municipal government; whereas the benefits provided by an IHE are received within and beyond the municipal border. This geographic disparity between costs and benefits appears to be at the crux of the dilemma faced by the parties. A conflict, whether perceived or real, is created when the municipality provides public services which the IHE utilizes, but no direct payment is received by the municipality providing the service. This study utilized a mixed-method approach to analyze the economic relationships between IHEs and municipalities in three Massachusetts communities (Boston, Springfield and Worcester). The quantitative phase of the study determined the cost of providing public services to an IHE and the value of the benefits received by a municipality. The results of this phase were utilized to test the tool developed to assess whether the costs for public services provided by a municipality are balanced by the benefits provided by an IHE within that municipality in actual dollar values for a given fiscal year. A qualitative phase of the study was conducted to determine the validity of the tool developed and other components: understanding the costs and benefits provided; the values provided to the other party; and subsequent consequences of the results. This baseline of understanding may lead to improved collaborative, sustainable relationships between a municipal government and an IHE for greater economic benefit to the IHE, residents, municipalities and higher levels of government. [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.]
ED551812
The Economic Relationships between Institutions of Higher Education and Municipalities
ProQuest LLC
Ph.D. Dissertation, University of Massachusetts Boston
2012-00-00
978-1-2678-4969-4
180
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548976
2015
As Provided
JAN2020
No
Classroom Environment
Scores
Young Children
Classroom Techniques
Furniture
Space Utilization
Hypothesis Testing
Intervention
Comparative Analysis
Experimental Groups
Control Groups
Sensory Integration
Literacy
Reading Skills
Merritt, Jill M.
Dissertations/Theses - Doctoral Dissertations
English
Classroom teachers frequently use movement and sensory integration to assist their students' learning but little research exists to support its use. Although research is limited, it suggests that the use of alternative seating may provide students with an opportunity to move just enough therefore assisting children in learning more effectively. This study examined the relationship between an alternative seating device and children's scores on the "Get it, Got it, Go Assessment" (Ohio Department of Education, 2008). It was hypothesized that there would be a significant difference in the intervention groups' "Get it, Got it, Go Assessment" scores compared to the non-intervention groups scores at the end of six weeks. The current research provides insight into the role of sensory integration and how students pay attention to learn. The current research may potentially add to the current literature on sensory integration and learning. [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.]
ED551813
Alternative Seating for Young Children: Effects on Critical Early Literacy Skills
ProQuest LLC
D.Ed. Dissertation, Capella University
2012-00-00
978-1-2678-3627-4
107
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548336
2015
As Provided
JAN2020
No
Transformative Learning
Community Colleges
College Faculty
Scholarship
Teaching Methods
Teacher Education
College Instruction
Postsecondary Education as a Field of Study
Teacher Attitudes
Developmental Studies Programs
Burns, Kimberly A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
Community colleges are continually faced with questions of how to best meet the learning needs of their diverse students, many of who are "nontraditional" and are often ill-prepared for college level work. These institutions are respected for furthering democracy through their commitment to educational access and criticized for falling short in supporting students' educational attainment. This case study of thirteen community college faculty who participated in a SoTL program sponsored by The Carnegie Foundation for the Advancement of Teaching explored the extent to which SoTL can support professors' development of knowledge about their practice and their students' learning. The questions guiding this study were: What knowledge, if any, do faculty members develop about instruction, pedagogy and the goals and purposes of higher education as a result of their SoTL experience? How and why does SoTL influence changes in faculty members' interpretations, assumptions and actions of their teaching and their diverse students' learning, if at all? How do faculty members' perceptions of their environment influence how or why they engage in SoTL? In addition, does teaching developmental courses influence 1) how or why they engage in SoTL, 2) the knowledge developed and 3) changes in interpretations, assumptions and actions? The conceptual framework for the study was grounded in the theories of sensemaking (Weick, 2001; Weick, Sutcliffe, & Obstfeld, 2005) and transformative learning (Mezirow, 1994; 1997) and utilized Kreber and Cranton's (2000) Scholarship of Teaching (SoT) Model as a framework for understanding the knowledge faculty gained from a SoTL experience. The findings of the study include 1) a Model of SoTL at the Community College which points to faculty gains in knowledge and changes to their pedagogy; 2) a Rubric of SoTL Rigor which encourages new conceptions of scholarship and 3) a greater understanding of how professors who teach developmental courses perceive their environment and are influenced by a SoTL experience. [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.]
ED551814
Faculty Sensemaking and Transformative Learning: Working to Advance Community College Student Learning through the Scholarship of Teaching and Learning
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Boston
2012-00-00
978-1-2678-4970-0
274
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548977
2015
As Provided
JAN2020
No
Writing Instruction
Revision (Written Composition)
Persuasive Discourse
Emotional Disturbances
Behavior Disorders
Self Management
Peer Evaluation
Grade 8
Essays
Pretests Posttests
Student Behavior
Self Efficacy
Writing Skills
Interviews
Writing Improvement
Instructional Effectiveness
Student Attitudes
Mills, Sara J.
Dissertations/Theses - Doctoral Dissertations
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders (EBD). This single subject multiple baseline, multiple probe design study extends this research base by investigating the effects of peer-revision instruction on the persuasive essay writing of 10 eighth grade students (7 boys, 3 girls) with EBD. The study included: (a) baseline testing, (b) SRSD persuasive writing instruction, (c) SRSD posttesting, (d) revision instruction, (e) revision posttesting, and (f) six- to eight-week maintenance testing. Student performance on persuasive essay writing, on-task behavior, self-efficacy, writing fluency, and a social validity interview were collected. Writing instruction, which followed the six stages of SRSD, was provided over eight to nine, 50-minute sessions for an average of 412.5 minutes. Revision instruction was provided over 7-10, 50-minute sessions for an average of 450 minutes of instruction. The revision strategy required students to give their partners feedback about four aspects of their essay: (a) What did the author do well? (Compliments were given at the beginning and end of the peer conference.) (b) Does it have all the parts [of a good persuasive essay]? (c) Is it clear? and (d) Is it persuasive? Results showed that students' writing improved on essay measures of content, quality, and length following the first instructional phase. Percent of nonoverlapping data (PND) with baseline were uniformly high. Revision instruction resulted in a decrease in mechanical errors in students' essays, but did not further improve the content, quality, or length of students' essays. However, PND with baseline were maintained. Additionally, students made more revisions following revision instruction, although these gains were not maintained over time. During all phases of the study, student primarily made surface-level revisions. Students were able to maintain gains in the content, quality, length, and mechanics of their essays over time. They were also able to work effectively together during peer-conferences, as measured by high rates of on-task behavior and their ability to complete nearly all components of the peer-revision conferences. Students did not show improvement in self-efficacy or writing fluency as a result of this study. Lastly, students reported that they found both the SRSD and revision strategies useful and enjoyable. Limitations, educational implications, and directions for future research are discussed. [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.]
ED551815
The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-4387-6
289
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548708
2015
As Provided
JAN2020
No
Community Colleges
Dual Enrollment
High School Students
Cognitive Processes
Electronic Learning
Two Year College Students
Online Courses
Comparative Analysis
Undergraduate Study
Sociology
College Faculty
Interviews
Course Descriptions
Audio Equipment
Information Dissemination
Handheld Devices
Qualitative Research
Correlation
Metacognition
Inquiry
Communities of Practice
Transcripts (Written Records)
Mitchell, Sarah Kathleen
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Two Year Colleges
Higher Education
Postsecondary Education
High Schools
Secondary Education
Dual-enrollment programs allow high school students to enroll in college-level classes to gain college and high school credit concurrently. Research on how online, dual-enrolled high school students (DES) construct knowledge when compared with online community college students (CCS) is needed to help administrators determine the design, implementation, and support systems that maximize dual-enrolled students' program outcomes. Using the Community of Inquiry (CoI) framework, the purpose of this mixed methods case study was to analyze, compare, and contrast the characteristics of knowledge construction for CCS and DES in an online, undergraduate Midwestern college sociology course by exploring knowledge construction patterns and determining how they were similar and different across the three elements of CoI (social, teaching, and cognitive presence). Data sources were archived course discussion transcripts, a teacher interview, the class syllabus, and podcasts. Qualitative themes were derived using a combination of framework categories and open coding. The CoI model was used to transform the data quantitatively, and t tests and Pearson correlation coefficients were used for comparisons. Findings included: (a) the CoI model can be applied to high school level students, (b) DES used discussion as an academic growth platform while CCS struggled with the same, and (c) metacognition may be a 4th contributor in the model. Recommendations include integrating the groups, which may offer greater academic rigor and high-quality academic modeling opportunities for both. Positive social change implications include providing insights that allow administrators to enhance offerings for dual-enrollment students and resulting student success in academia and lifelong learning. [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.]
ED551816
The Cognitive Experiences of Online Dually Enrolled High School Students in a Community College Class
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2678-4979-3
322
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548982
2015
As Provided
JAN2020
No
Community Colleges
College Credits
Noncredit Courses
Identification
Institutional Characteristics
Barriers
Professional Identity
Classification
Institutional Mission
Cooperation
Leadership
Palter Gill, Dianne
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Despite the importance of effective linkages between credit and noncredit divisions, significant barriers interfere with and detract from these units working well together. Community college leaders are challenged to manage these multiple and sometimes competing organizational identities in a complex and rapidly-changing educational landscape. This study examined how community college members conceptualized organizational identity and how leaders responded to the challenges/benefits of multiple identities, particularly those of credit and noncredit divisions. These research questions guided this study: 1) How is community college identity conceptualized by community college organizational members? 2) How do community college faculty and staff respond to multiple organizational identities in their day to day activities? 3) How do community college leaders respond to the costs and benefits of multiple organizational identities? Interviews were conducted at three community colleges with administrators, faculty, and staff from both divisions. Findings suggest that community college organizational identities are fluid (not static) and organizational identities shape and are shaped by the perspectives and decisions of college leaders. The study was based on the work of Pratt and Foreman (2000) who suggest that leaders prioritize the number of identities supported by the organization and determine how much interaction is desired between identities based on conditions such as stakeholder support, legitimacy, strategic value, resources constraints, compatibility, interdependence, and diffusion. Of the four ways that Pratt and Foreman's classification scheme suggest managers can respond to multiple organizational identities, the data demonstrated evidence of three: subordination, aggregation, and identity pruning. When leaders assigned a high level of importance to revenue generation from the noncredit area, they encountered more significant challenges in managing multiple organizational identities. Barriers were difficult to manage and tensions exacerbated when revenue rather than mission was the overarching goal. Common mechanisms such as reporting relationships and decision-making bodies were created to manage multiple organizational identities. Those mechanisms were in alignment with the responses of subordination, aggregation, and identity pruning and shaped how organizational members interpreted the importance of the noncredit division. The aggregation response provided more opportunity for collaborative working relationships between the noncredit and credit divisions and resulted in higher productivity. [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.]
ED551817
Noncredit and Credit Divisions in Community Colleges: The Dilemma of Multiple Organizational Identities
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Boston
2012-00-00
978-1-2678-4987-8
198
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548986
2015
As Provided
JAN2020
No
Oral History
Womens Studies
State Universities
School Community Relationship
Qualitative Research
Interviews
Educational History
College Programs
Jarrett, Courtney
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Higher Education
Postsecondary Education
This dissertation examined the annual Women's Week events hosted by Ball State's Women's and Gender Studies Program. It served to paint a historical picture of how the local Muncie community has been linked with the academic community at Ball State through events about women's issues. The program began when a group of people wanting to broaden the educational offerings and evolved into an academic program that brings community education related to women's issues to the Ball State campus. This research used qualitative research interview with four key informants to examine the community links and history of Women's Week at Ball State University by answering two specific research questions. The participants described their roles in the Women's Week events from organizing the program to presenting about their lifelong passions. Many of the discussions were fond recollections, but challenges were also brought to light. Presenting relevant topics and maintaining student involvement were two subjects mentioned by the informants. Improvising and long term planning were also emphasized. [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.]
ED551818
Bringing the Community to Campus: An Oral History of Women's Week at Ball State University
ProQuest LLC
Ed.D. Dissertation, Ball State University
2012-00-00
978-1-2678-3942-8
156
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548471
2015
As Provided
JAN2020
No
Adult Basic Education
Higher Education
Self Concept
Identification
Transitional Programs
High School Equivalency Programs
English (Second Language)
Student Characteristics
Student Attitudes
Semi Structured Interviews
Graduates
Student Diversity
Educational Objectives
Goal Orientation
Student Motivation
Reddy, Mina
Dissertations/Theses - Doctoral Dissertations
General Educational Development Tests
General Educational Development Tests
English
Adult Basic Education
Adult Education
Elementary Education
Higher Education
Postsecondary Education
High School Equivalency Programs
High Schools
Secondary Education
This study examines the perceptions of identity of a category of students that has rarely been studied in the context of higher education. These are adults who have participated in GED preparation or English for Speakers of Other Languages (ESOL) courses in Adult Basic Education (ABE) programs. A college education is increasingly necessary for individual economic success and a higher quality of life, and a college-educated workforce is a major element in national economic competitiveness. Rates of college enrollment and persistence of ABE students, however, are low. The study seeks to determine how ABE students and graduates conceive of their identity as students: to what extent they identify as students at all; what they believe are the characteristics of a good student; and how their conceptions of being a student are influenced by prior and current educational experiences. The purpose of the study is to improve understanding of how to assist ABE students in making a successful transition to the college classroom. Semi-structured interviews were conducted with eight ABE students and six graduates from three ABE programs. Participants represented a diversity of ages, educational backgrounds, employment situations, and nationalities. Following a grounded theory method, data analysis was concurrent with data collection. Three themes emerged from the analysis: participants' perception of themselves as being on a journey; the importance of respect; and the connection participants made between the qualities of a good student and those of a good worker. The grounded theory developed from these themes presents two aspects of identity as a college student: a striver identity and an academic identity. The ABE participants in the study tended to identity as strivers, with the attendant benefits in the area of motivation. To reach their long-term educational and career goals, however, ABE students must also develop an academic identity, which includes an explicit understanding of cognitive and metacognitive skills and learning strategies. The study concludes with recommendations for practice, policy, and research. [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.]
ED551819
Being a (Good) Student: Conceptions of Identity of Adult Basic Education Participants Transitioning to College
ProQuest LLC
Ed.D. Dissertation, University of Massachusetts Boston
2012-00-00
978-1-2678-4990-8
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548988
2015
As Provided
JAN2020
No
Gifted
Educational Experience
Hermeneutics
Special Education
Gender Differences
Females
Teachers
Parents
Interviews
Harrison, Erin Kilpatrick
Dissertations/Theses - Doctoral Dissertations
English
This is a hermeneutic study on experiences being gifted, teaching gifted students and/or raising gifted children. This study focuses on how our horizon, which is a result of our past experiences, has an impact on how we make sense of our world and influences our attitudes and actions. As became clear during the conduct of the research, gender was the dominant characteristic of the horizon and unconscious hermeneutic processes these women used to make sense of their experiences. Gender, it became clear also impacted their self-understanding of who they were, what were their possibilities in life, and the decisions they now make as parents and teachers. For this study the researcher interviewed twelve teachers and parents from two different districts who are involved in gifted programs. Some of them had children involved in gifted classes, some were in gifted programs as a child, some worked in gifted programs as an adult and some were a combination of the three. Data consisted of twelve original interviews. Four of the original twelve were selected and each was interviewed a second time. Data from both interviews was analyzed hermeneutically. Included in the study are each participant's horizon and a topical analysis of the interviews. In addition, a thematic analysis is included which ties each interview to themes and cultural norms. [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.]
ED551820
Experiences in Education: Hermeneutics, Gender and Gifted Education
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2012-00-00
978-1-2678-4582-5
242
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548800
2015
As Provided
JAN2020
No
Preservice Teacher Education
Preservice Teachers
Student Teacher Attitudes
Teacher Education Programs
Statistical Analysis
Student Teacher Evaluation
Evaluation Methods
Beliefs
Feedback (Response)
School Surveys
Teacher Attitudes
Attitude Measures
Teacher Characteristics
Brindle, Sharon Evans
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Higher Education
Postsecondary Education
Problem: Within the higher education community there is discourse regarding teacher dispositions and the assessment of dispositions. Murray (2007) and Damon (2007) posited that additional scholarship and research were needed to provide a meaningful construct of dispositions. With this lack of consensus, teacher education programs need to explore dispositions and how best to assess them. Procedures: This quantitative (Creswell, 2012) study explored the background characteristics of teacher education programs in Iowa to determine if there were differences in the assessment of pre-service teacher dispositions. Data were gathered through a survey (Fink, 2009). Methods: A postpositivist worldview (Crotty, 1998) was used to explore the background characteristics of teacher education programs to determine if there were differences (Green & Salkind, 2011) in how teacher dispositions were assessed. The data were analyzed using descriptive statistics (Johnson and Christensen, 2008; Tabachnick & Fidell, 2007). Results: Analyses of the data revealed there were differences in the assessment of dispositions based on geographic location, Carnegie classification, teacher education enrollment, and the type of institution. Conclusions: The study hypothesized there would be differences in how programs assessed dispositions. Data indicated there were differences in when, who, how, and what dispositions were assessed. Recommendation: Recommendation include using varied methods to assess dispositions, providing students with ongoing feedback regarding dispositions, employing multiple assessors including student self-assessment, creating remediation plans when needed, and stressing the value and role of dispositions in effective teaching. [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.]
ED551821
An Exploratory Study on the Assessment of Pre-Service Teacher Dispositions by Teacher Education Programs in Iowa
ProQuest LLC
Ed.D. Dissertation, Drake University
2012-00-00
978-1-2678-5073-7
158
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549001
2015
As Provided
JAN2020
No
Effective Schools Research
School Effectiveness
Accountability
Scores
Educational Improvement
Standardized Tests
Educational Environment
Academic Achievement
Leadership Role
Safety
Student Attitudes
Teacher Attitudes
Community Attitudes
Parent Attitudes
Craig, Amy Vermaelen
Dissertations/Theses - Doctoral Dissertations
English
Much emphasis is being placed on the use of school performance scores as a means of indicating effective schools. Schools are being held accountable for not only teaching the curriculum, but also affording the student a quality education that encompasses the skills and knowledge needed to be successful. Although many schools have a similar population of students, some schools are earning much higher school performance scores, for students at these schools are yielding higher results on standardized tests (Williams et al., 2005). The question then arises: "Why do some schools do better?" (Williams et al., 2005, p. 2) It is widely suspected that school climate can either inhibit or facilitate the learning process (Williams et al., 2005). The overarching question for this study pertains to the relationship between school climate and school performance scores. Two specific questions guiding the study are: what are the effects of school climate on school performance; and of these factors which have the greatest influence on student achievement? School climate may be made up of many factors, and be defined differently in one school than in another. Although these are taken into consideration, for the purposes of this study, school climate is viewed as a construct relating to atmosphere, tone, or personality of a school (Lindahl, 2006); and therefore is comprised of the following factors: administrative leadership, culture, school environment, safety, faculty and staff, attitudes of students, and parents and the community. [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.]
ED551822
A New Framework for School Climate: Exploring Predictive Capability of School Climate Attributes and Impact on School Performance Scores
ProQuest LLC
D.Ed. Dissertation, University of Louisiana at Lafayette
2012-00-00
978-1-2678-3736-3
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548367
2015
As Provided
JAN2020
No
Instructional Effectiveness
Bilingual Education
Bilingualism
English (Second Language)
Transitional Programs
College Readiness
College Bound Students
English Language Learners
Hispanic American Students
School Districts
Statistical Analysis
Scores
Exit Examinations
College Entrance Examinations
Mathematics Tests
Reading Tests
High School Students
Statistical Significance
Academic Achievement
College Admission
Garza-Reyna, Gina Lydia
Dissertations/Theses - Doctoral Dissertations
Texas
ACT Assessment
Texas
ACT Assessment
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
The purpose of this quantitative study was to track, compare, and analyze the college readiness of two cohorts of Hispanic English Language Learners (ELLs) by examining scores on state exit-level and national college entrance exams. One cohort was enrolled in the early-exit Transitional Bilingual Education (TBE) program, while the other cohort was enrolled in the two-way Dual Language Education (DLE) program. The college readiness of the participants was measured by analyzing their academic performance on the (1) Texas Assessment of Knowledge and Skills (TAKS) Mathematics exit-level examination, (2) TAKS Reading exit-level examination, and (3) the American College Test (ACT). Descriptive and inferential statistics were run on the collected data. The results of the inferential statistics showed a statistically significant difference between the two comparison groups in the TAKS exit-level Mathematics and Reading examinations. The descriptive statistics support the inferential statistics. Based on the recommended scores of the Texas Higher Education Coordinating Board (THECB), the results revealed that the DLE participants had a 27.38% higher probability of sustaining themselves in college level reading/English classes and a 30.52% higher probability of sustaining themselves academically in college mathematics courses than the TBE group. The results of the inferential statistics on the ACT examination also found a statistically significant difference between the two comparison groups for all components of the exam. The descriptive statistics complement the inferential statistics. The results show that the DLE participants had a higher probability to be academically successful in mathematics (15.2%), science, (29.6%), reading (41%), and English (50.3%) college level courses by using the recommended ACT scores outlined in the Texas Uniform Admission Policy (TUAP) (Texas Education Code § 51.803, 2011) to gauge the ELLs' college readiness. Over all, the results of this study support the conclusion that the DLE program participants in this study are better prepared academically than those that were educated through the TBE program. The findings of this study provide insightful information to administrators who make decisions on bilingual program implementation, classroom teachers who deliver instruction to ELLs, college administrators and recruiters seeking to recruit students who already possess the academic skills to be successful in college, and the faculty who work with ELLs in institutions of higher education. [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.]
ED551823
The Effects of Transitional Bilingual and Dual Language Education Programs on the College Readiness of English Language Learners in a South Texas School District
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-5080-5
187
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549006
2015
As Provided
JAN2020
No
Homework
Parent Education
Parents
Elementary School Students
Computer Mediated Communication
Family School Relationship
Parent Teacher Cooperation
Feedback (Response)
Intervention
Program Effectiveness
Check Lists
Questionnaires
Behavior Change
Parent Participation
Consultation Programs
Beck, Richard J.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Elementary Education
Grade 5
Grade 6
The purpose of this study was to investigate the effectiveness of the Homework Improvement Program, a 5-week group-formatted parent training program, in enhancing the homework performance of children experiencing homework difficulties. The study was conducted in an elementary school with a sample consisting of the parents of seven students (N = 7) in grades 5 and 6 who were experiencing significant homework difficulties. In accordance with the Conjoint Behavioral Consultation (CBC) model which emphasizes the importance of home-school communication, online Electronic Daily Report Card (EDRC) software was developed as a component of the program through which parents were provided a direct avenue of communication with their child's teacher. The EDRC attempted to address limitations of previously developed home-school communication methods, while maximizing efficiency, and minimizing teacher obligation. It was also designed to be user-friendly for parents. The EDRC informed parents of their child's homework assignments, instructions, and teacher expectations on a daily basis. It also served as a data collection tool through which parents could be provided with regular feedback regarding their child's progress through the program. Results indicated that the intervention was effective in improving homework completion rates for 100% of study participants. A PND analysis revealed the intervention to be Highly Effective in improving rates of homework completion for 57.14% of the participants (4), and Moderately Effective for the remaining 42.86% of participants (3). All students showed improvements in rates of homework completion, with gains maintained at a four-week follow-up. A PAND analysis of homework completion data revealed a large effect size (Ph i= 0.90, 95%CI), with 95.08% of data non-overlapping with baseline rates. Parent ratings of problematic homework behaviors as reported on the Homework Problems Checklist (HPC) reflected a decrease in problematic homework behaviors from baseline to intervention completion, with improvements maintained at follow-up. Responses to treatment satisfaction questionnaires indicated that participants reported a very high level of satisfaction with all aspects of the program. These results suggest that by offering an interactive and collaborative school-based intervention that directly involves parents, positive behavior change can be accomplished that extends into both the home and school settings. [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.]
ED551824
Effects of Group Parent-Training with Online Parent-Teacher Communication on the Homework Performance of Elementary School Students
ProQuest LLC
Ph.D. Dissertation, City University of New York
2012-00-00
978-1-2678-5142-0
247
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549035
2015
As Provided
JAN2020
No
Transfer of Training
Literature Reviews
Meta Analysis
Adult Education
Training
Lionetti, Patsy
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The purpose of this study was to provide a comprehensive, integrated review of transfer of training literature from 1988 to 2011 and to consolidate the findings to provide action oriented suggestions for practitioners. Research questions for this study were: (a) What characteristics in the transfer of training literature influence transfer of training? and, (b) Where can organizations focus their investments to leverage results for training transfer? Baldwin and Ford conducted the seminal literature review on training transfer in 1988, reviewing research from 1907 to 1987 (Blume, Ford, Baldwin, & Huang, 2010). Training has been proven to be effective in improving work performance (Grossman & Salas, 2011), but training improves work performance only if employees use or apply the newly acquired knowledge and skills (Mooney & Brinkerhoff, 2008). Therefore, training transfer is best defined as "the degree to which trainees effectively apply the knowledge, skills, and attitudes gained in a training context to the job" (Baldwin & Ford, 1988). Baldwin and Ford's (1988) model posited that the 3 training inputs of trainee characteristics, training design, and work environment all directly impact learning and retention, as well as training transfer. Since Baldwin and Ford's work, there has been a plethora of research on the characteristics comprising these 3 inputs, leaving the extant literature overwhelming and confusing. This study builds on Baldwin and Ford's work. This study analyzed frequency of findings from 9 respected meta-studies completed since 1988, and the study's findings allow practitioners to prioritize their efforts for best value delivery, taking into account each organization's sphere of control to assure that efforts are less likely to be wasted. This study recognizes that there will not be a single set of best practices, but that practices will depend on the individual organization, its culture, and its structure. The key transfer of training variables for a typical organization were determined to be opportunity to perform, supervisor support, content relevance, training design strategies, and instructor training. [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.]
ED551825
Transfer of Training: 1988-2011 with the Practitioner in Mind
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2012-00-00
978-1-2678-2892-7
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547780
2015
As Provided
JAN2020
No
Emotional Intelligence
Likert Scales
Role
Teacher Effectiveness
Teacher Attitudes
Learning Processes
Teacher Characteristics
Teacher Education Programs
Mixed Methods Research
Correlation
Factor Analysis
Item Analysis
Reliability
Validity
Teacher Evaluation
Evaluation Methods
Check Lists
Teacher Behavior
College Faculty
College Students
Excellence in Education
Harville, Pamela Cherie
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
The role of emotional intelligence in effective teaching can be developed and enhanced through the use of an assessment instrument as a new evaluation and learning process for teachers. This involves a formative learning process for the qualities associated with excellent teaching characteristics and behaviors for use with teacher evaluation processes and teacher preparation programs. The "Teaching Excellence Assessment" (TEA; Nelson, 2009) has been created for this purpose. The study concerned the validation of the TEA. The articulation of specific characteristics and attitudes of teachers who are considered effective as evaluated by student-centered processes was lacking in higher education. The current study discovered and identified the characteristics and attitudes of effective teachers from students' perspectives. The research study supported the need for authentic teacher assessments with the "Teaching Excellence Assessment" (TEA; Nelson, 2009) and its associated attitudes and behaviors. Findings were explored through the TEA Likert-type scale instrument along with open-ended questions. The research was a mixed methods study with statistical procedures Pearson product-moment correlation coefficients, factor analysis and qualitative emerging theme analysis. The procedures were used for data analysis to answer the research questions. Item analysis and the calculation of Cronbach's alpha were used to estimate the reliability of the "Teaching Excellence Assessment" (TEA; Nelson, 2009). Validity was explored through correlation of the TEA with the "Teacher Behavior Checklist" (TBC; Buskist, Sikorski, Buckley, & Saville, 2002; Keeley, Smith, & Buskist, 2006). The sample for the study was students in higher education at a South Texas university. Findings of the study provided information for faculty related to the role of emotional intelligence skills in teaching effectiveness and student learning. In addition, the study provided information that may be important for teacher preparation programs to strengthen learner-centered teaching with a more complete understanding of teaching excellence from the perspective of students. The "Teaching Excellence Assessment" (Nelson, 2009) was validated and made ready for use as an instrument to determine effective attitudes and behaviors of emotional intelligence skills for excellent teaching in higher education. [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.]
ED551826
The Role of Emotional Intelligence Skills in Teaching Excellence: The Validation of a Behavioral Skills Checklist
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-5085-0
134
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549009
2015
As Provided
JAN2020
No
Comparative Analysis
Administrators
Department Heads
College Faculty
Skill Analysis
Community Colleges
School Effectiveness
Institutional Characteristics
Innovation
Institutional Mission
Educational Change
Statistical Significance
Data Analysis
Individual Characteristics
Educational Indicators
Mejia, Juan Eduardo
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Two Year Colleges
To remain competitive in a global economy, institutions of higher learning must commit to excellence and establish as a priority organizational and human resource development (McCabe, 2001). While mission statements from community colleges throughout the country may include similar foci, it is of paramount importance that these institutions of higher learning also have strategies in place to ensure employees from throughout the organization, regardless of job classification, possess or are developing the leadership and personal excellence skills needed to fulfill the comprehensive mission (Martin, 2005). The institution selected for the study has been recognized as a national leader among community colleges for developing a comprehensive mission that embraces positive change and innovation, and for having the ability to effectively execute numerous strategies, based on data, towards the goal of excellence (MetLife Foundation Community College Excellence Award, 2008). A comparative analysis, using the Personal Excellence Map (PEM) (Nelson, Low, & Hammett, 2007), was conducted among administrators, department chairs, and faculty of the community college selected for the study to identify differences in personal excellence indicators. While there were no statistically significant differences found between administrators and department chairs, the data analysis did show statistically significant differences between faculty and both administrators and department chairs in several of the personal skills profiles. Between faculty and administrators, the differences were found in the Personal Excellence Map's Global Personal Excellence score and the Composite Scales of Relationships and Support, Change and Balance, and Purpose and Beliefs. Between faculty and department chairs, the differences were found in the Personal Excellence Map's Global Personal Excellence score and the composite scales of Vision and Guidance, Change and Balance, and Purpose and Beliefs. The findings from this study may serve the institution selected for the study and other community colleges throughout the country that are in the process of developing their human capital, to attain world class and premier status. [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.]
ED551827
A Comparative Analysis of Personal Skills Profiles among Administrators, Department Chairs and Faculty at a College in South Texas
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-5094-2
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549018
2015
As Provided
JAN2020
No
Urban Schools
High Schools
Secondary School Mathematics
Relevance (Education)
Secondary School Teachers
Mathematics Instruction
Student Experience
Student Participation
Student Development
Mathematical Models
Teacher Participation
Cognitive Processes
Difficulty Level
Educational Environment
Time on Task
Chu, Andrew Haiwen
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This study analyzes the uses of real-world contexts in mathematics lessons in the classrooms of four teachers across two school years at an urban high school. Drawing upon a framework of culturally relevant mathematics pedagogy, this dissertation focuses on how real-world contexts are connected to teaching mathematics for understanding, centering mathematics instruction on students' experiences and classroom participation, and developing students' critical consciousness. Analysis of real-world contexts in lessons focuses on the extent to which they are adapted from curricular sources and the role that lessons play within the lesson. For those real-world contexts which are at the center of a mathematics lesson, the nature of the mathematical modeling in which students engage is analyzed. Finally, the extent to which students and the teacher participate in the process of elaborating key features of the context whether in terms of experiences, perceptions, or opinions, is also considered. These different categories for real-world contexts are then used to compare three different measures of the lesson. These include the cognitive demand of the main mathematical task, different ratings of the instructional environment, and the distribution of class time in terms of the participation categories offered to students. Results point at the promise of real-world contexts as the basis for motivating metaphors to explore noncontextualized mathematical procedures and concepts, the need to structure lessons so that students can develop models rather than apply given models, and the importance of elaboration in supporting student understanding and participation. [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.]
ED551828
Real-World Contexts in Urban High School Mathematics Lessons
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-2678-5154-3
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549044
2015
As Provided
JAN2020
No
Vocabulary Development
Elementary School Students
Science Instruction
Computer Assisted Instruction
Conventional Instruction
Comparative Analysis
Suburban Schools
Control Groups
Experimental Groups
Measures (Individuals)
Computer Games
Interaction
Pretests Posttests
Retention (Psychology)
Intervention
Statistical Analysis
Statistical Significance
Effect Size
Rollins, Karen F.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Education
Grade 4
Grade 5
The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a pre-test to measure prior science vocabulary knowledge and to measure differences within the groups. Both groups learned 24 science vocabulary words over a two-week period. Both groups had the opportunity to study for five days. The experimental group studied using Study Hall 101 (Raley, 1999/2006), an interactive computer game designed to increase learning of vocabulary. The control group studied the vocabulary words using a paper review sheet. At the end of the two-week intervention, both groups took an immediate post-test assessing science vocabulary learned. Another test was given two weeks later to assess retention of the words. A mixed repeated measures 2 X 3 ANOVA was used to analyze the interactions. A repeated measures was used to analyze which group improved. Independent t-tests were used to analyze the differences between experimental and control groups. Analysis showed that although the groups had similar pre-intervention scores, the students' scores were significantly different at post and delayed post-tests. Students who studied science vocabulary words using Study Hall 101 (Raley, 1999/2006) showed a significant statistical difference in the amount of science vocabulary words they learned and retained as compared to the review sheet group. In addition, effect sizes indicated large and moderate strengths for science vocabulary words learned (d = 0.76) and for words retained (d = 0.58) when using Study Hall 101 (Raley, 1999/2006). [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.]
ED551829
The Effects of a Computerized Study Program on the Acquisition of Science Vocabulary
ProQuest LLC
Ph.D. Dissertation, Baylor University
2012-00-00
978-1-2678-5255-7
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549105
2015
As Provided
JAN2020
No
Adult Education
Electronic Learning
Computer Mediated Communication
Synchronous Communication
Online Courses
Constructivism (Learning)
Cooperative Learning
Nontraditional Education
Conferences (Gatherings)
Educational Benefits
Achievement Gains
Attachment Behavior
Statistical Significance
Action Research
Gable, Karla
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Community is a place where people go to feel comfortable. It is important to develop strategies for enhancing a sense of community in the online learning environment designed for adult learners. The purpose of this study was to determine if adding a synchronous conferencing experience to an asynchronous course impacted overall sense of community, sense of learning, and connectedness. This study reflects the first phase of an action research study in which a problem was identified, an intervention was implemented, and the impact of the intervention was measured. The study was based on was based on a quantitative, quasi-experimental research design in which sense of community was the independent variable and the opportunity to participate in synchronous conferencing was the dependent variable. The theoretical framework was based on social constructivism, connectiveness, and adult learning theory. Social constructivism focuses on learning environments in which groups of people construct knowledge in a collaborative manner. Connectivist theory is the study of how individuals learn in a networked environment. Adult learning theory is examined in order to examine the needs of these non-traditional learners in the online learning environment. The research questions addressed determining the extent to which the opportunity to participate in synchronous conferencing experiences have a statistically significant impact on adult learners' overall sense of community, sense of learning, and connectedness in an asynchronous graduate course. A reliable and valid survey instrument, the Classroom Community Scale (Rovai, 2002b) was used to measure the impact of the intervention. The study participants were learners enrolled in the first course of a School of Education master's degree program at a private, for-profit online university. The results of this study indicate that learners who had the opportunity to participate in synchronous web conferencing experiences had a statistically significantly greater overall classroom community and a statistically significantly greater sense of learning than those learners who did not have the opportunity. However, those who had the opportunity to participate in synchronous web conferencing experiences did not have a statistically significant different overall sense of connectedness when compared to those learners who did not have the opportunity. [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.]
ED551830
Creating a Village: The Impact of the Opportunity to Participate in Synchronous Web Conferencing on Adult Learner Sense of Community
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-5160-4
152
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549049
2015
As Provided
JAN2020
No
Climate
Environment
Environmental Influences
Public Opinion
Risk
Qualitative Research
Secondary School Curriculum
Secondary School Teachers
Scientific Concepts
Social Studies
Science Education
Textbooks
Textbook Content
Interviews
High Schools
Environmental Education
Beliefs
Teacher Attitudes
Meehan, Casey R.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Despite the scientific consensus supporting the theory of anthropogenic (human-induced) global warming, whether global warming is a serious problem, whether human activity is the primary cause of it, and whether scientific consensus exists at all are controversial questions among the U.S. lay-public. The cultural theory of risk perception (Schwarz and Thompson, 1990) serves as the theoretical framework for this qualitative analysis in which I ask the question how do U.S. secondary school curricula and teachers deal with the disparity between the overwhelming scientific consensus and the lay-public's skepticism regarding global warming? I analyzed nine widely used social studies and science textbooks, eight sets of supplemental materials about global warming produced by a range of not-for-profit and governmental organizations, and interviewed fourteen high school teachers who had experience teaching formal lessons about global warming in their content area. Findings suggest: 1) the range of global warming content within social studies and science textbooks and supplemental curricula reflects the spectrum of conceptualizations found among members of the U.S. public; 2) global warming curricula communicate only a narrow range of strategies for dealing with global warming and its associated threats; and 3) social studies and science teachers report taking a range of stances about global warming in their classroom, but sometimes the stance they put forth to their students does not align with their personal beliefs about global warming. The findings pose a troubling conundrum. Some of the global warming curricula treat the cause of global warming--a question that is "not" scientifically controversial--as a question with multiple and competing "right" answers. At the same time, much of curricula position how we should address global warming--a question that is legitimately controversial--as a question with one correct answer despite there being many reasonable responses. Finally, I present the implications this conundrum has for teaching about global warming in a politically polarized atmosphere. [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.]
ED551831
Global Warming in Schools: An Inquiry about the Competing Conceptions of High School Social Studies and Science Curricula and Teachers
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-2897-2
231
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3547783
2015
As Provided
JAN2020
No
Social Networks
Socialization
Motivation
Attitudes
Entry Workers
Employees
Surveys
Organizational Culture
Financial Services
Gonzalez, Ester S.
Dissertations/Theses - Doctoral Dissertations
English
Social media technologies present an opportunity for organizations to create value by acclimating new employees and increasing organizational commitment. Past research has indicated that many organizations have leveraged social media in innovative ways. The purpose of this study is to investigate an internal social media tool that was designed and implemented as part of a new hire program with the objective of socializing new hires in hopes of increasing employee commitment. A survey was administered to approximately 458 IT employees of a large, financial institution and 198 employees responded. This dissertation suggests that work related social media use is associated with role clarity and normative commitment. It also suggests that social related social media use is associated with knowledge of organizational culture, social acceptance, and affective commitment. In this dissertation, two types of social media use, four indicators of socialization and three indicators of commitment were analyzed. This dissertation concludes with a discussion of the findings and recommendations for future research on social media. [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.]
ED551832
Internal Social Media's Impact on Socialization and Commitment
ProQuest LLC
Ph.D. Dissertation, Baylor University
2012-00-00
978-1-2678-5167-3
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549053
2015
As Provided
JAN2020
No
Secondary School Teachers
Science Teachers
High School Students
Teacher Attitudes
Student Attitudes
Discussion (Teaching Technique)
Mixed Methods Research
Teacher Surveys
Chemistry
Science Instruction
Comparative Analysis
Self Efficacy
Teacher Role
Instructional Effectiveness
Silva Pimentel, Diane
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N = 185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N = 45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science. [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.]
ED551833
Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions
ProQuest LLC
Ph.D. Dissertation, Boston College
2012-00-00
978-1-2678-5257-1
226
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549107
2015
As Provided
JAN2020
No
Preservice Teachers
Undergraduate Study
Formative Evaluation
Qualitative Research
Teacher Educators
Program Implementation
Student Surveys
Teacher Surveys
Questionnaires
Faculty Development
Workshops
Constructivism (Learning)
Interpersonal Relationship
Metacognition
Reflection
Observation
Knights, Christine L.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Higher Education
Postsecondary Education
This is a qualitative study that used a sample of nine teachers and two professors of education from six different counties in the Coastal and Piedmont regions of North Carolina to examine whether teachers were trained in their undergraduate education, or through professional development, to use formative assessment techniques in their classrooms. It also explores the participants' abilities to implement those techniques. The researcher analyzed the results from a survey questionnaire, a personal interview and field notes generated during a classroom observations, as well as a checklist of specific formative assessment techniques the researcher had observed, to achieve a triangulation of data. The findings indicated that two teachers stated that they were not familiar with the term "formative assessment" and had not received any training in these methods. The other nine participants reported that they were trained in formative assessment pedagogy, two of them, trained outside of North Carolina received their introduction to formative assessments during their undergraduate education. In both the Coastal and Piedmont regions, some teachers reported that their counties had required training in formative assessment using computer study of various techniques. Five teachers reported that their training in formative assessment was through professional workshops. Only one of the two professors of education who participated in the study claimed to introduce students to formative assessment methods. This study also looked at whether constructivist ideas centering on the belief that learners actively construct knowledge through social interactions, meta-cognitive reflection, and other principles; including that assessment is integral to the learning, were being used by the participating educators. The researcher likewise explored whether rubrics were used as part of the participants' instructional strategies. [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.]
ED551834
Are Future Teachers in North Carolina Colleges Being Trained to Use Formative Assessment, and How Is That Training Demonstrated in Public Schools?
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5173-4
125
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549056
2015
As Provided
JAN2020
No
Teacher Collaboration
Mentors
Action Research
Control Groups
Experimental Groups
Rural Schools
Middle School Teachers
Middle Schools
Team Teaching
Teacher Surveys
Teacher Attitudes
Program Effectiveness
Mishra, Jon R.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
In this action research study, the desired outcome was to develop, implement, and sustain a system of personalized mentoring developed through teacher collaboration. The research question the study answered was: How will the systemic implementation of a personalized student-mentoring environment impact teacher collaboration? The research methodology consisted of collaborative action research. There was an experimental and a control group. The action research occurred at a rural middle school. The study sample included sixth-grade teachers who are part of the teaching team that teaches core content. The sixth-grade teaching group was selected because prior survey results from that group indicated a need for personalized student mentoring. At the onset of the systemic intervention, the experimental group started developing a sustainable and effective personalized student-mentoring system. In addition, they met more frequently as a collaborative group and engaged in more consequential conversations when compared to the control group. As a result of the systemic intervention, the research hypothesis was affirmed. Specifically, the systemic implementation of a personalized student-mentoring environment increased meaningful teacher collaboration among participating faculty. [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.]
ED551835
Assessing the Impact on Teacher Collaboration through the Development and Implementation of a System Featuring Personalized Student Mentoring
ProQuest LLC
Ed.D. Dissertation, Capella University
2013-00-00
978-1-2678-5181-9
118
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549061
2015
As Provided
JAN2020
No
Emotional Intelligence
Career Choice
Decision Making
Correlation
Scores
Measures (Individuals)
Academic Persistence
Stress Management
Interpersonal Competence
College Freshmen
Student Adjustment
Questionnaires
Statistical Analysis
Wiljanen, Daniel
Dissertations/Theses - Doctoral Dissertations
Career Decision Making Difficulties Questionnaire
United States (Midwest)
Career Decision Making Difficulties Questionnaire
English
Higher Education
Postsecondary Education
This study explored the relationships between emotional intelligence (EI), career decision making difficulties, and student retention. The participants included freshmen students (N = 98) in a private Midwestern university. This quantitative study compared the scores on an assessment of EI, the Emotional Quotient Inventory (BarOn EQ-i), with the scores on the Career Decision Making Difficulties Questionnaire (CDDQ). The subjects were asked to report the intention to return for a second year of studies. Scores on the EQ-i and CDDQ were compared between subjects intending to return for a second year of study (n = 89) to the scores of subjects undecided or not returning (n = 9). The correlation between Total EQ-i scores and total CDDQ scores was significant, r (98) = -0.50, p < 0.000. The correlation between Intrapersonal scores and the CDDQ was significant, r (98) = -0.51, p < 0.001. The correlation between Interpersonal scores and the CDDQ was also significant, r (98) = -0.20, p = 0.049. The correlation between Stress Management scores and the CDDQ was significant, r (98) = -0.39, p < 0.001. Finally, the correlation between Adaptability scores and the CDDQ was significant, r (98) = -0.52, p < 0.001. A relationship was also found between overall emotional intelligence, intrapersonal skills, stress management, and student retention. No relationship was found between interpersonal skills and adaptability and student retention. There was also no relationship found between total career decision making difficulties, the subcomponents of the construct, and student retention. It appears that improving the EI of college students may serve to reduce career decision difficulties and could lead to improved retention. More research is suggested to examine the relationship between the scores on the Career Decision Difficulties Questionnaire (CDDQ) and student retention. [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.]
ED551836
Emotional Intelligence, Career Decision Difficulties, and Student Retention: A Quantitative Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5265-6
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549113
2015
As Provided
JAN2020
No
Academic Achievement
Middle School Students
Grade 7
Reading Achievement
Reading Strategies
Multiple Intelligences
Art Education
Integrated Curriculum
Reading Instruction
Reading Tests
Reading Improvement
Standardized Tests
High Stakes Tests
Active Learning
Comparative Analysis
Statistical Analysis
Peterson, Joanne A.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Many middle school students are not achieving the Adequate Yearly Progress (AYP) at individual schools in North Carolina. A consequence of continual failure to reach AYP goals is the withdrawal of Title 1 funding. Since federal funds are an integral part of nearly half of the public schools in North Carolina, it is imperative that students improve standardized test scores and reach or exceed AYP goals. Through high-stakes testing and new legislation, individual teachers and schools have become accountable for student performance and progress. Teachers must engage students in interesting, active learning, such as visual art activities, especially at the middle school level in order to succeed on standardized tests. One way for teachers to meet the diverse needs and interests of North Carolina's students is through an arts-based multiple intelligence approach. The causal comparative study contributed to knowledge to the field of education, because the literature addressing the integration of the arts with pubescent middle school students, particularly in reading instruction is lacking. Results of the quantitative study, a comparison of standardized reading tests scores, sought to determine the existence of a relationship between an arts-based curriculum and middle school students' test performance. Implications of multiple intelligence theory for educators and teaching styles are important in education because it addresses performance, as well as exploration and creativity. [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.]
ED551837
A Quantitative Study Comparing the Academic Achievement of Seventh Grade Reading Students Exposed to Two Types of Reading Strategies
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-3630-4
174
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548339
2015
As Provided
JAN2020
No
Community Colleges
College Students
Student Characteristics
Demography
Enrollment
Student Educational Objectives
Goal Orientation
School Holding Power
Academic Persistence
Withdrawal (Education)
Trend Analysis
Multiple Regression Analysis
Statistical Analysis
Mitchley-McAvoy, Joan A.
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Two Year Colleges
Higher Education
Postsecondary Education
This study examined the influence that previously researched and affirmed persistence and early withdrawal factors such as student demographics, enrollment status factors, student characteristics, and student educational goals had on Iowa community college retention rates for the 2005, 2007, and 2009 academic years. It is the researcher's aspiration that Iowa community college decision-makers may find the study's findings informative and useful in developing more effective student-centered retention policies and procedures that are proactive in assisting students to obtain their educational goals. This quantitative survey research study incorporated a descriptive and a trend analysis, as well as an inferential analysis in the form of a multiple regression analysis. Through this statistical analysis, this study sought to achieve an enhanced comprehension of which and to what degree of influence various known persistence and early withdrawal factors such as student demographics, enrollment status factors, student characteristics, and student educational goals have on Iowa community college students' decisions to persist to educational goal attainment or to leave before attaining their educational goal. This quantitative research study utilized data from the Community College Survey of Student Engagement (CCSSE) and Integrated Postsecondary Education Data System (IPEDS), which are publicly available aggregate data sources, to investigate this study's research question. What relationship do student demographics, enrollment status factors, student characteristics, and student educational goals have on Iowa community college retention rates? The findings and conclusions of the statistical analysis indicated that Iowa community college students do not always respond to known persistence and early withdrawal factors that influence institutional retention rates as indicated in previous research studies. The trend analysis and descriptive analysis also do not mirror national trends. The study concludes with proposed recommendations for Iowa community college decision-makers and the general Iowa community college leadership to consider, as well as recommendations for future research related to Iowa community colleges. [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.]
ED551838
Evaluating Iowa Community College Student Demographics, Characteristics, Enrollment Factors, and Educational Goals Influence on Retention Rates
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5182-6
269
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549062
2015
As Provided
JAN2020
No
College Attendance
High School Students
School Size
Urban Schools
Colleges
At Risk Students
Outreach Programs
Workshops
Discussion Groups
College Applicants
Academic Degrees
Student Financial Aid
Intervention
Morris, Candace E.
Dissertations/Theses - Doctoral Dissertations
Virginia
Virginia
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
An increasing number of high needs high school students (defined as students with little or no parent support, first generation potential college students, or students living with someone other than their biological parents) are graduating from high school, but not attending a post-secondary institution. This study focused on the effects that a structured support system (college information workshops and discussion groups) for high needs students at a high school in Virginia had on students' intention to attend a post-secondary institution, and the degree to which the structured support system provided students with a better understanding of the post-secondary application process, the selection of degree programs, financial aid process, and the importance of obtaining a post-secondary credential. The findings of this study indicated that all students who participated in the intervention felt that a structured support system within the high school was of benefit to them in that the sessions motivated them to consider attending a post-secondary institution and addressed their concerns regarding college. No increase in high needs students' applications to post-secondary institutions was found, and it was concluded that more than one intervention should be conducted throughout the year to positively affect application rates. The results from this study should contribute to what is known about how to address high needs high school students' concerns about attending a post-secondary institution and thus contribute towards producing a more educated workforce. It is recommended that an exploration of the relationship between students' post-graduation plans and parental involvement with school-related activities be conducted to better understand how to create a continuous learning environment that promotes academic success for high needs students. [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.]
ED551839
The Development of a Structured Support System in a Large Urban High School to Increase High Needs Students' Attendance at a Post-Secondary Institution
ProQuest LLC
Ed.D. Dissertation, Capella University
2013-00-00
978-1-2678-5184-0
123
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549063
2015
As Provided
JAN2020
No
Educational History
Introductory Courses
Sociology
Taxonomy
Educational Objectives
Periodicals
Journal Articles
Course Objectives
Higher Education
Undergraduate Study
Forbes, Barbara
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of the proposed study was to construct a chronological history and analysis of the published learning objectives for the Introductory Sociology survey course in the universities of the United States from 1954-2008, as reflected by objective statements from selected peer-reviewed periodicals. Because of the gradual transformational characteristics of sociological change, the period 1954-2008 was divided into five slightly overlapping subperiods on the basis of major social, political, and educational events, following the design first used by Ogden (1972). Selected periodicals were searched for statements of learning objectives for the collegiate Introductory Sociology survey course. These statements were cataloged into Knowledge, Process, Attitude and Interest, and Cultural Awareness categories. Statements were further cataloged into 12 objective types. The resulting data were classified within and across subperiods according to frequency of occurrence, category, authorship, and year. Eleven Sociological journals that met the criteria to be included in this study published a total of 30,903 articles during the years 1954-2008. Only 0.26% of all journal articles examined addressed the undergraduate Introductory Sociology course. Of those, 18.9% actually wrote about objectives for the course. Only 0.05% of all articles were concerned with teaching or learning objectives. A total of 52 objective statements was found. Knowledge objectives were most prevalent with 21, followed by 16 Process statements, 9 Attitude and Interest statements, and 6 Cultural Awareness statements. Authors of articles used in this study could not specifically agree upon what should be taught in the Introductory Sociology course, except for the relative importance of specific categories of learning objectives. The Most Important Objective type for teaching the Introductory Sociology course was found to be Major Facts, Principles, Concepts, or Fundamentals that stress knowledge for the sake of knowledge or its relation to the understanding of sociology. The research indicated that this objective type should presumably serve as the primary foundation in the curriculum design of the course. A paucity of data in this study precluded any ability to determine or predict trends in learning objectives. [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.]
ED551840
Applying the Ogden Taxonomy of Educational Objectives to the Introductory Sociology Course: 1954-2008
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4012-7
212
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548518
2015
As Provided
JAN2020
No
High Schools
Public Schools
Citizenship Education
Values Education
Statistical Analysis
Student Records
Suspension
Expulsion
Violence
Crime
Delinquency
Correlation
Program Effectiveness
Longitudinal Studies
Phipps, Jonathan D.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
High Schools
Secondary Education
The purpose of this study is to shed light on the use of Character Education in South Carolina's public high schools. Every high school in South Carolina is given a yearly survey from the South Carolina Department of Education that deals with both character education and violence in the school. This quantitative study used public accessed data, this study measured the relationship between high schools' use of character education and the number of suspensions and expulsion rates for violent and or criminal offenses in the school. Of the 210 South Carolina high schools 105 high schools were selected to provide the data for this study. The relationship between the level of character education implementation and the number of violent and or criminal offenses was tested by using the Pearson r correlation test. The data was collected from the 2008, 2009, 2010, and the 2011 school years. During all four school years, the correlation results were too small to establish a relationship between these two variables. Knowledge gained from this study provides information on whether character education programs used at the secondary level in South Carolina impact student discipline. With the current academic accountability mandates, this study can assist in determining the merit of teaching character education. [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.]
ED551841
The Effects of Character Education in South Carolina's Secondary Schools
ProQuest LLC
D.Ed. Dissertation, Capella University
2012-00-00
978-1-2678-3632-8
103
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548341
2015
As Provided
JAN2020
No
Hispanic Americans
Administrators
College Administration
Community Colleges
Hispanic American Culture
Cultural Influences
Leadership Styles
Mixed Methods Research
Online Surveys
Likert Scales
Interviews
Aguinaga, Jose Alberto
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
The researcher for this mixed-methods study investigated if the leadership skills of Latino community college administrators were influenced by their Latino culture. Per the U.S. Census, the increasing number of Latino students entering higher education will continue to expand in the 21st century. Meeting the demand of a changing student body demographic in various parts of the United States is essential. Are community colleges prepared to face this change? The researcher asked two questions that may provide a greater understanding as to why Latino community college administrators are important. The two research questions were: 1) Are there specific leadership styles related to Latino community college administrators? 2) Are there distinguishing impacts from Latino culture reflected in the leadership styles of Latino community college administrators? These questions were addressed during each phase of the study. The quantitative portion of the study involved two Likert-scale online surveys: Bolman and Deal's Leadership Orientation and the Papa Leadership Scale. In the qualitative portion of the study, interviews were conducted with the narrative inquiry methodology. Results from each phase of this study provided insightful findings. Participants were asked seven open-ended questions. Findings from this mixed-methods study confirmed past contributions found in the literature and added recommendations for future research. [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.]
ED551842
Impacts of Latino Culture on the Leadership Styles of Latino Community College Administrators
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-3980-0
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548499
2015
As Provided
JAN2020
No
Graduate Students
Masters Programs
Statistical Analysis
Learner Engagement
School Size
Research Universities
Factor Analysis
Multiple Regression Analysis
Predictor Variables
Student Characteristics
Intellectual Disciplines
Gender Differences
Age Differences
Enrollment
Marital Status
Foreign Students
Teacher Student Relationship
Comparative Analysis
Difficulty Level
Business Administration Education
Teacher Education
Art Education
Science Education
O'Dair, Katherine G.
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Higher Education
Postsecondary Education
Master's education is the largest segment of graduate education in the United States yet there is a paucity of research about how master's students experience their programs. Empirical research on student engagement--defined as the time and effort students devote to activities that are linked to educational outcomes and what institutions do to promote student participation in these activities--is discussed in the literature as a mostly undergraduate phenomenon (Kuh, 2001; 2003; Kuh et al., 2007a). This quantitative study extended engagement research to master's students using an instrument called the Master's Survey of Student Engagement (MSSE), which was adapted from the Law School Survey of Student Engagement. The MSSE was administered to 1,539 students enrolled in a master's program in arts and sciences, business, or education at a mid-sized research University in the Northeast. An exploratory factor analysis was conducted to examine the internal structure of the MSSE. Following the factor analysis, five multiple regression analyses were conducted; each multiple regression analysis examined the relationship between a particular engagement dimension (as the dependent variable) and the student characteristics of academic discipline, gender, age, enrollment status, children status, marital status, and international status (as the independent variables). While the findings suggest at least five dimensions of engagement for master's students, three of these dimensions are more strongly associated with student characteristics, including academic discipline. The findings also showed that master's students in business and education are more likely to experience a supportive campus environment than are students in arts and sciences. The findings also suggested that arts and sciences students have a more rigorous intellectual experience and engage more with faculty than do students in education or business. [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.]
ED551843
Measuring Master's Student Engagement
ProQuest LLC
Ph.D. Dissertation, Boston College
2012-00-00
978-1-2678-5185-7
240
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549064
2015
As Provided
JAN2020
No
English (Second Language)
Web Based Instruction
Vocabulary Development
Vocabulary Skills
Postsecondary Education
Educational Strategies
Learning Strategies
Computer Assisted Instruction
Applied Linguistics
Feasibility Studies
Writing (Composition)
Evaluation Research
Metacognition
Case Studies
Independent Study
Ranalli, James M.
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
The focus of this dissertation is a web-based, second language (L2) instructional resource called VVT (Virtual Vocabulary Trainer) designed to teach integrated vocabulary depth of knowledge and dictionary referencing skills to tertiary-level learners of English as a Second Language (ESL). In addition to evaluating the potential of online resources to address long-standing challenges in the field of L2 strategy instruction, the project also targeted research objectives in other related areas. The work is described in four separate articles aimed at peer-reviewed journals in the fields of computer-assisted language learning (CALL), applied linguistics, and teaching English as a Second Language. The first paper discusses the theoretical underpinnings of the VVT course, the procedures followed in developing it, and the materials themselves, while also suggesting general design principles for L2 strategy instruction based on frameworks derived from cognitive theory. The second paper represents the evaluation component of the project and reports how the feasibility of automated, online strategy instruction was investigated by studying the resource's effectiveness, both actual and perceived, in an experiment involving 64 ESL composition students. In the third paper, the VVT course serves as the platform for a study critiquing a recently proposed, structural model of L2 vocabulary learning, while at the same time adding to the literature on the acquisition of L2 vocabulary depth-of-knowledge features. The final paper uses discrepant cases from the evaluation study, i.e. individual participants whose performances diverged significantly from group norms, to investigate the metacognitive strategy of task definition, the stage of learning in which students develop internal, and potentially idiosyncratic, representations of instructional tasks. The findings provide evidence of the feasibility of automated, online strategy instruction for complementing teacher-led forms, while also shedding light on the challenges many L2 learners face in self-directed learning of vocabulary depth of knowledge. Finally, it demonstrates the potential of an integrative, multicomponential model of self-regulation for researching and theorizing about L2 learning. [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.]
ED551844
The VVT Project: A Web-Based Platform for Strategy Instruction and Research into Self-Regulated Learning of L2 Vocabulary
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3858-2
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548425
2015
As Provided
JAN2020
No
Web Based Instruction
Technology Education
Skill Development
Mixed Methods Research
Teacher Education
Elementary School Teachers
Secondary School Teachers
Professional Development
Rural Education
Electronic Learning
Online Courses
Teacher Evaluation
Self Evaluation (Individuals)
Dupre, Susan Vining
Dissertations/Theses - Doctoral Dissertations
Louisiana
Louisiana
English
Elementary Education
Secondary Education
Increasing national emphasis on classroom technology integration has produced a need for effective professional development to support the acquisition of technology skills by elementary, middle, and secondary school teachers. This mixed methodology study investigates the use of Web-based training as a supplement to traditional professional development delivery methods in one rural Louisiana school district. The district's Web-based training program, locally branded as Professional Development in Your Pajamas (PDNPJ), provided users who self-selected into the program with anytime-anywhere online access to interactive instructional modules designed to foster technology skills acquisition. Using change theory as a theoretical lens, the study's parallel mixed methodology design examined technology proficiency scores of the PDNPJ Web-based training program participants and non-participants using longitudinal results from the Louisiana Teacher Technology Proficiency Self-Assessment instrument. The study also sheds light on the essence of program participation through personal interviews that questioned teacher participants about human dimension and design dimension themes that may have influenced participation in the PDNPJ Web-based training program. In the final phase of the study, data triangulation of quantitative findings and qualitative responses provided a better understanding of the phenomenon of Web-based training when used by K-12 teachers who controlled the time, place, content, and duration of their own learning. [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.]
ED551845
Web-Based Training for Technology Skills Acquisition: A Mixed Methodology Study of Teacher Proficiency and Participation
ProQuest LLC
D.Ed. Dissertation, University of Louisiana at Lafayette
2012-00-00
978-1-2678-3783-7
231
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548389
2015
As Provided
JAN2020
No
Lunch Programs
National Programs
Management Systems
Private Schools
Elementary Secondary Education
Action Research
Program Implementation
Administration
Qualitative Research
Rafidi, Jessica A.
Dissertations/Theses - Doctoral Dissertations
National School Lunch Act 1946
National School Lunch Act 1946
English
Elementary Secondary Education
To ensure the health of children in the United States, and to encourage the domestic consumption of nutritious agricultural commodities, President Harry S. Truman signed the National School Lunch Act. The Act, a federally assisted meal program established as a national security measure, was signed on June 4, 1946. Today, the National School Lunch Program (NSLP) provides students at sponsor schools the opportunity to apply for and receive free and reduced priced lunches and snacks. Schools that sponsor the NSLP provide preK-12 students support, and encouragement to make healthy choices that will promote lifetime wellness through the implementation of a United States Department of Agriculture (USDA) approved program. For private schools with small staffs and minimal resources, the NSLP is difficult to implement. With the various components of the program requiring careful attention to meet standards and maintain sponsorship, it is difficult and sometimes impossible for one school administrator to be responsible for every aspect of the program without neglecting instructional leadership. A principal's primary responsibility is instructional leadership (Rooney, 2010). A problem for school leaders lies in balancing management of NSLP compliance/reporting with the duties of instructional leadership (David, 2010). This action research study focuses on how the systematic implementation of a new management system would impact the ability of a private preK-12 school to effectively operationalize the National School Lunch Program (NSLP) without excessive administrative oversight. This qualitative study focused on improving organizational knowledge of the challenges and opportunities of sponsoring the NSLP at the research site, so program responsibilities could be delegated to well informed and supportive stakeholders. Participants were interviewed after the intervention to determine whether or not they effectively implemented and sustained the new model. Interview data was transcribed, thematically coded, and analyzed. The study resulted in the delegation of virtually all the NSLP administrative responsibilities from the school principal to other informed and supportive school stakeholders, the stakeholders who assumed these NSLP responsibilities were professionally qualified to provide NSLP leadership, and these stakeholders effectively implemented the systemic intervention. [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.]
ED551846
Implementing an Effective and Efficient System to Manage the National School Lunch Program in a Private PreK-12 School: An Action Research Study
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-5192-5
92
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549071
2015
As Provided
JAN2020
No
Community Colleges
Nursing Education
Academic Achievement
College Curriculum
Licensing Examinations (Professions)
Two Year College Students
Nursing Students
Predictor Variables
Outcomes of Education
Associate Degrees
Student Characteristics
Grades (Scholastic)
Scores
Student Role
Statistical Analysis
Regression (Statistics)
Cooper, Sandra E.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
National Council Licensure Exam Registered Nurses
National Council Licensure Examination for Registered Nurses
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study was to examine the pathway model of a nursing curriculum and evaluate the relationship and predictive ability of demographic and academic variables on the success or failure of those taking the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) and to determine the impact of noncognitive role variables to student outcomes. A retrospective exploratory study was conducted using a purposive sample of 225 students admitted between 2007 and 2009 to an associate degree nursing program at a large Midwestern community college. Demographic and academic variables of age, prior degrees, Test of Essential Academic Skills (TEAS®) nursing entrance assessment score, science and nursing course grades, ATI RN Comprehensive Predictor Assessment exit score and cumulative grade point averages were analyzed for predictive value of first-attempt pass on the NCLEX-RN. In a separate analysis, the program database was explored to determine the impact of the noncognitive role variables of employment, and caregiving responsibilities on student academic outcomes in the first year of the program. Descriptive analyses supported the relationship of the TEAS entrance assessment with early nursing program success. Students with prior degrees were more likely to persist in the program and graduate. Descriptive analysis of the cumulative grade point average showed implications for transfer and completion of a 4-year degree. The results of the chi-square analysis revealed statistical significance in associations between passing or failing the NCLEX-RN in the cumulative GPA and the RN Comprehensive Assessment score and first nursing course in the first and second years of the program: PNN139 and ADN577, respectively. The independent t test determined there were no significant differences in academic outcomes related to students' noncognitive roles. An exploratory forward stepwise regression was employed to test the theoretical pathway model that examines the factors that predict the results of NCLEX-RN exam. The pathway model was not significant due to the limited variability number of observations in the dependent variable. Implications for nursing education and recommendations for further study are addressed. [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.]
ED551847
Examining Student Achievement and Curriculum in a Nursing Program at a Midwestern Community College
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3767-7
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548381
2015
As Provided
JAN2020
No
Information Technology
Information Systems
Program Administration
Statistical Analysis
Correlation
Inferences
Cost Effectiveness
Program Effectiveness
Statistical Significance
Models
Carcillo, Anthony Joseph, Jr.
Dissertations/Theses - Doctoral Dissertations
English
Although it is assumed that increasing the institutionalization (or maturity) of project management in an organization leads to greater project success, the literature has diverse views. The purpose of this mixed methods study was to examine the correlation between project management maturity and IT/IS project outcomes. The sample consisted of two groups. The project manager group consisted of 47 IT/IS project managers, and the project sponsor group consisted of nine IT/IS project sponsors. The project sponsors participated in individual interviews and the project managers completed online surveys. Inferential statistical analysis (chi square and Fischer's Exact Test) was used to test the following possible correlations: * Cost maturity and cost performance * Time maturity and time performance &bull; Scope maturity and scope performance * Cost/time maturity and efficiency * Scope maturity and effectiveness. None of these relationships was statistically significant on an overall basis, but one of the sub-tests for time maturity showed a significant relationship. A key limitation of the study is the small sample which may not be representative of the target population. There are also other variables not captured in this study which may impact success. However, this study adds a further note of caution with regard to the assumed benefits of project management maturity. [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.]
ED551848
The Impact of Project Management Maturity upon IT/IS Project Management Outcomes
ProQuest LLC
D.B.A. Dissertation, Wilmington University (Delaware)
2013-00-00
978-1-2678-5323-3
194
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549124
2015
As Provided
JAN2020
No
Social Networks
Semi Structured Interviews
Corporate Education
Qualitative Research
Inquiry
Employee Attitudes
Teaching Methods
Expertise
Barriers
Estrada, Luis
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The purpose of this study was to identify the obstacles to the adoption of Web 2.0 technologies as part of corporate learning solutions and strategies. The study followed a qualitative inquiry approach. The sample consisted of 20 corporate learning professionals who are members of the American Society for Training and Development (ASTD) social networking pages. The study used semi-structured interviews to identify the learning professionals' perception of the phenomenon. The results showed that organizations considering the use of Web 2.0 technologies in support of corporate learning need to understand the obstacles of stakeholders not recognizing the value of social media in learning, learning professionals lacking expertise in designing and moderating these learning environments, concerns of control over content generation, the perception of learners' readiness to embrace these environments, the threats to enterprise information assets, and the resources required to support Web 2.0 learning solutions. [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.]
ED551849
A Qualitative Study on the Obstacles Preventing the Successful Implementation of Web 2.0 in Corporate Learning
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5329-5
119
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549127
2015
As Provided
JAN2020
No
African American Students
Special Education
Disproportionate Representation
Teacher Attitudes
Grade 4
Elementary School Teachers
Qualitative Research
Referral
Grice, David Roland
Dissertations/Theses - Doctoral Dissertations
Connecticut
Connecticut
English
Grade 4
Intermediate Grades
Elementary Education
Statement of the Problem: There is an over-representation of Black students in special education. Black students are typically referred for special education consideration by the end of the fourth grade. One effort to reduce the large number of referrals in Connecticut was "Courageous Conversations About Race." Courageous Conversations About Race is designed to address what educators, families, and other community groups can do to improve teaching and learning across racial lines. It served as a strategy for educators to confront and deinstitutionalize racism. "Courageous Conversations About Race" is an effective means to address the issues of race in schools/districts where over-representation exits. Although various Connecticut schools have participated in Courageous Conversations About Race over the past 5 years, the State Education Resource Center (SERC) and the Connecticut State Department of Education (CSDE) are uncertain about its usefulness in changing the perceptions of teachers regarding race and referrals of students to special education. Research Design: A qualitative study was used to examine the perceptions of fourth-grade general-education elementary teachers about the over-representation of Black students in special education, specifically why and how Black students are referred to special education. This qualitative study was to gather information about the perceptions of teachers regarding referrals to special education and race. The study captured the perceptions of 16 general-education elementary teachers from three districts in Connecticut about the over-representation of Black students in special education. Results: Research Question #1: How do teachers describe the classroom challenges that lead them to refer students to special education? One of the themes that emerged in the analysis of the data was A Teacher's Dilemma. Teachers in this study described the difficulty they had in providing services for their students. They spoke about crowded classrooms consisting of 20 to 25 students, which makes it difficult to provide students with the attention that they need. Teachers in this study also mentioned that there is a wide spread of levels of students. Many of their Black students are reading below grade level (e.g., reading on a first- or second-grade level). They found themselves using referrals to special education as a way to cope with the many challenges in their classrooms and to get students extra support. Research Question #2: How do teachers describe the changes in their processes, attitudes, and behaviors as a result of their district's participation in "Courageous Conversations About Race?". Three themes describe the perceptions of the teachers regarding how the training influenced them: "I See Color Now," "Teacher Mis-Match," and "Affirming a Need for Ongoing Professional Development." In the theme "I See Color Now," teachers reported that student data are being reviewed more through the lenses of race. The teachers in this study noted that through "CC About Race" their racial consciousness has been increased. In addition, they shared that the "CC About Race" has taught them that they should see the color of their students and that if they did not see their color, then they did not see their students. The next theme that emerged was a "Teacher Mis-Match." Teachers in this study reported that there is a disconnection between students and teachers. They spoke about the demographic of Connecticut's teachers being majority White, female, and from middle-class backgrounds, whereas the student population is Black or of color and from low income backgrounds. Teachers in this study noted that "CC About Race" illuminated for them that a teacher does not necessarily need to be Black in order to teach students of color; however, they need to have a clear understanding of their own culture and understand the various cultures of their students in their classrooms. In the final theme, "Affirming a Need for On-going Professional Development," teachers in this study commented that the "CC About Race" seminars affirmed for them a need for on-going professional development with effective instructional strategies and training about different cultures, norms, and values. They spoke about a significant need for professional development in the areas of race, diversity, culturally relevant instruction, and racial equity. Teachers in this study noted that with the demographic shifts in the student population along with accountability legislation, there is need for on-going, on-site, job-embedded/follow-up professional development. Conclusions: Although this qualitative study showed promise for identifying factors contributing to the over-representation of Black students in special education, engaging in courageous conversations about race is clearly not an institutionalized practice in the schools represented in this study. However, as we consider the statistical facts, it is difficult not to think about racial inequality as a predominant factor causing today's achievement gap. It is our responsibility, as educators, to garner the courage to disaggregate and interpret the data through a "cultural eye." (Abstract shortened by UMI.). [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.]
ED551850
The Perceptions of General Education Teachers about the Over-Representation of Black Students in Special Education
ProQuest LLC
Ph.D. Dissertation, Andrews University
2012-00-00
978-1-2678-5332-5
249
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549129
2015
As Provided
JAN2020
No
Synchronous Communication
Computer Mediated Communication
English (Second Language)
Literacy
Mixed Methods Research
Quasiexperimental Design
Foreign Students
Writing (Composition)
Case Studies
Pretests Posttests
Reading Improvement
Writing Improvement
Language Fluency
Reading Fluency
Accuracy
Educational Benefits
Academic Discourse
Task Analysis
Li, Jinrong
Dissertations/Theses - Doctoral Dissertations
English
The dissertation examines how synchronous text-based computer-mediated communication (SCMC) tasks may affect English as a Second Language (ESL) learners' development of second language (L2) and academic literacy. The study is motivated by two issues concerning the use of SCMC tasks in L2 writing classes. First, although some of the alleged benefits of SCMC, including its visual saliency and the possibility of slower processing speed, have been supported by theories of Second Language Acquisition (SLA), more evidence is still needed since empirical studies have not yet produced enough consistent findings. Second, most studies on SCMC have focused on its influence on learners' development of basic communicative competence while it has been suggested that SCMC may hold great potential for the development of advanced academic literacy (Luo, 2005; Mohan & Luo, 2005) that is considered as an essential goal for L2 writing classes. Therefore, the dissertation addresses these issues using mixed methods research completed in two phases. A quasi-experiment was conducted in the first phase among forty-four international students enrolled in two sections of an ESL academic writing course to examine the differential effects of SCMC and face-to-face tasks. The differential effects were assessed by comparing the students' improvement on measures of L2 grammatical and lexical complexity, accuracy, and fluency (Wolfe-Quintero, Inagaki, & Kim, 1998) from a pre-test to a post-test. The results of the quasi-experiment were also used to help select representative focal students for the multiple case studies in the second phase where the SCMC discourse of the focal students was examined for the details of L2 learning and the development of academic literacy. In analyzing the SCMC discourse of different triads, instances of L2 learning opportunities based on the Interaction approach and sociocultural theory of L2 learning were identified and classified, and the patterns of learning for each triad and between triads were discussed. The SCMC discourse was then re-analyzed to examine how the focal students developed their ability to construct effective arguments by participating in the back-and-forth rhetoric and by learning to use meta-discourse devices appropriately. The patterns of learning observed in the SCMC discourse of the focal students were also compared with the patterns observed from their writing samples. The quasi-experiment and the multiple case studies were connected by a mixed methods research design (Creswell & Plano Clark, 2007, p. 73) whose aim was to understand how SCMC tasks might affect both the outcome and the processes of the development of L2 and academic literacy. The results largely confirmed the benefits of SCMC tasks on L2 written accuracy and fluency, and suggested that SCMC tasks had great positive potential in engaging students in the processes of arguments to help them learn to incorporate discussions of opposing views in building effective arguments. Future research may further examine the differences of learning between pairs, triads, or small groups working on the same SCMC task. Research on the use of SCMC tasks and the learning of meta-discourse devices can also inform pedagogical decisions. [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.]
ED551851
The Effects of Synchronous Text-Based Computer-Mediated Communication Tasks on the Development of L2 and Academic Literacy: A Mixed Methods Study
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3822-3
333
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548407
2015
As Provided
JAN2020
No
Educational Change
Urban Schools
High Schools
Middle Schools
Comparative Analysis
Program Effectiveness
Correlation
Academic Achievement
Statistical Analysis
Statistical Significance
Academic Standards
Middle School Students
High School Students
Reading Tests
Reading Achievement
Scores
College Entrance Examinations
Salmon, Sabrina
Dissertations/Theses - Doctoral Dissertations
Oklahoma
ACT Assessment
Oklahoma
ACT Assessment
English
High Schools
Secondary Education
Middle Schools
Junior High Schools
Higher Education
Postsecondary Education
School leaders must determine the most efficient and effective means of complying with national, state, and local policies. Administrators determine methods to meet the needs of all stakeholders. School leaders in Oklahoma selected school improvement techniques to assist with improving student performance. This causal-comparative study addressed this issue by examining the effectiveness of building level administrator's decision to adopt Marzano school reform strategies and the impact that the improvement program had on student achievement as indicated by state and national assessment scores. The study used a nonexperimental quantitative research design to analyze descriptive data. This study analyzed data from two high schools and the respective feeder middle schools in an urban area of Oklahoma from 2009-2011. The two schools have similar demographic characteristic in relationship to gender, ethnicity, percentage of exceptional learners, and socioeconomic status, Study groups consisted of 250 students from each of the schools for a total of 500 students. An analysis of covariance test used eighth-grade reading scores as a covariate to control for differences among assessment scores of learners who attended an institution that adopted either standards-based instruction or school improvement strategies. Repeated ANOVA measures calculated differences between ACT mean scores of students in both groups. All tests used a 0.05 level of significance. This study determined that Study results imply that there is a statistically significant difference in ACT or national mean test scores for students in a school in which the administrator adopted Marzano school improvement strategies and those who have standards-based instruction. Data analysis did not show a significant difference in mean scores on state administered End-of-Instruction assessments. Scores in 2010 had the greatest variation. An administrator adopting Marzano school improvement techniques does not appear to have a significant or positive influence on student achievement. [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.]
ED551852
Dollars and Sense: A Study of the Impact of School Reform on Urban High Schools
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5193-2
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549072
2015
As Provided
JAN2020
No
Information Technology
Adoption (Ideas)
Influences
Developing Nations
Foreign Countries
Leaders
Attitudes
Computer Security
Needs
Reliability
Cost Effectiveness
Statistical Analysis
Surveys
Hailu, Alemayehu
Dissertations/Theses - Doctoral Dissertations
English
Adoption of new technology has complicating components both from the selection, as well as decision-making criteria and process. Although new technology such as cloud computing provides great benefits especially to the developing countries, it has challenges that may complicate the selection decision and subsequent adoption process. This study provides an understanding the reasons why information technology (IT) leaders in developing countries adopt new technology by evaluating their perceptions of the security effectiveness, organizational need, reliability, and cost-effectiveness of cloud-computing technology. The study was conducted as a quantitative investigation with a validated survey instrument. The result indicates that perceptions of security effectiveness, need, reliability, and cost-effectiveness correlate positively with IT leaders in developing countries willingness to recommend cloud-computing technologies. From this study, recommendations will help key stakeholders and policy makers in these countries. For a business audience, this study may provide specific considerations in undertaking technology transfer cooperation with a developing country partner. For policy makers, the study may highlight the need to reduce the impediments to facilitate successful technology transfer cooperation and establish greater synergies between developed countries. For others, the study will provide insights into the way technology adoption decisions are made and factors that may influence the technology adoption process beyond those that are known and accepted technology selection criteria. [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.]
ED551853
Factors Influencing Cloud-Computing Technology Adoption in Developing Countries
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5334-9
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549131
2015
As Provided
JAN2020
No
Web 2.0 Technologies
Social Networks
Computer Attitudes
Adoption (Ideas)
Trust (Psychology)
Usability
Regression (Statistics)
Correlation
Structural Equation Models
Barriers
Self Efficacy
Intention
Users (Information)
Use Studies
Kurz, James M.
Dissertations/Theses - Doctoral Dissertations
English
The amount of information that people produce is changing, especially as social networking becomes more commonplace and globalization inefficiencies continue to swamp enterprise. Companies are rising to the challenge to create a collaborative approach for information management, but according to many leading technology advisory firms, they have not leveraged these same efficiencies internally. Empowering the social networking collaborative while using Enterprise 2.0 (E2.0) social networks/media technologies as a transformational force for a company's relationship to its employees seems to be untapped. There are many studies that attempt to construct models that provide a management tool to leverage the belief-attitude-intention-behavior relationship in testing new technology acceptance. This study utilized technology acceptance model (TAM) constructs to examine the relationships among the self-reported outcomes for perceived trust, perceived usefulness, perceived ease of use, attitude, perceived enjoyment, subjective norms, self-efficacy, facilitating conditions, perceived behavioral control, behavioral intention to use, and actual use in enterprise collaboration by adopting E2.0 technologies to communicate and interact within social networking communities at work. The data were analyzed using regression analysis and structured equation modeling. Results demonstrate that the model e2.0TAM can be a helpful tool to understand user acceptance of E2.0 technologies when used to mitigate adoption barriers. This research's findings suggests there is a positive correlation between the use of these technologies and perceived usefulness, perceived ease of use, perceived trust, attitude, self-efficacy, facilitating conditions and perceived behavioral control, behavioral intention to use, use behavior, while perceived enjoyment and subjective norms were not. [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.]
ED551854
Enterprise 2.0: An Extended Technology Acceptance Model
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5341-7
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549135
2015
As Provided
JAN2020
No
Foreign Countries
Intelligence Tests
Intelligence Quotient
Change
Test Norms
Age Differences
Test Theory
Item Response Theory
Predictor Variables
Psychometrics
Comprehension
Knowledge Level
Thinking Skills
Visual Perception
Visual Stimuli
Shiu, William
Dissertations/Theses - Doctoral Dissertations
Estonia
Estonia
English
This study examined the Flynn Effect (FE; i.e., the rise in IQ scores over time) in Estonia from Scale B of the National Intelligence Test using both classical test theory (CTT) and item response theory (IRT) methods. Secondary data from two cohorts (1934, n = 890 and 2006, n = 913) of students were analyzed, using both classical test theory (CTT) and item response theory (IRT) methods. CTT analysis compared the summed score for each subtest between the cohorts. IRT analysis examined item invariance across the time period and then, for each subtest, linked the latent variable (theta) scores between the two cohorts using the invariant items. IRT analyses revealed that each subtest displayed invariance on over 50% of the items (i.e., partial measurement invariance). Additionally, results from the current study found positive score gains but also revealed reverse FEs. CTT analysis showed three subtests had a FE (Vocabulary [0.74], Analogies [1.09], and Comparisons [1.71]), while two subtests had a reverse FE (Computation [-0.33] and Information [-0.03]). The IRT analysis found that four subtests had a positive FE (Information [0.44], Vocabulary [0.79], Analogies [1.02], and Comparisons [1.51]), with only the Computation (-0.10) subtest displaying a negative FE. The results confirm previous research that the FE continues in Estonia. Using CTT methods, Must, te Nijenhuis, Must, and van Vianen (2009) found positive gains on the Estonian NIT subtests Computation (0.15), Information (0.94), Vocabulary (0.65), Analogies (1.81), and Comparison (2.34). An implication of the current study shows the viability of IRT to supplement CTT when analyzing the FE. The IRT procedures demonstrated in the current study provides a counter argument that the rise in IQ scores is a psychometric artifact, at least in the domains of Comprehension-Knowledge, Fluid Reasoning, and Visual Processing. As this study was unable to examine causative factors involved in the FE, future studies should examine if the score gains might be attributed to some environmental cause (e.g., nutrition, education) or biological cause (e.g., heterosis). [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.]
ED551855
An Examination of the Flynn Effect in the National Intelligence Test in Estonia
ProQuest LLC
Ph.D. Dissertation, Baylor University
2012-00-00
978-1-2678-5197-0
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549074
2015
As Provided
JAN2020
No
Technology Uses in Education
Elementary Secondary Education
Qualitative Research
Computer Attitudes
Models
Case Studies
Barriers
School Districts
Financial Support
Faculty Development
Mosley, Victoria V. W.
Dissertations/Theses - Doctoral Dissertations
Maryland
Maryland
English
Elementary Secondary Education
Educators, researchers, and the government speculate that technology can reform education and contribute to increased student learning. Despite extensive efforts to equip the K-12 schools with technology, the challenge is more than just getting technology into classrooms; it is getting teachers to use the technologies. The goal of this qualitative, multi-case study was to identify factors that influence teachers' decisions to accept and use technology in K-12 education. The technology acceptance model (TAM3) framework was used to apply the model to the education setting. The study was designed to increase the understanding of these factors in order to increase the acceptance, intention to use, and adoption of technology in K-12 education, which, in its current state is highly underutilized. There was one main research question that examined why technology is underutilized and three sub-questions that examined determinants of acceptance of technology, the barriers in using technology, and ways to overcome the barriers. The study used convenience and purposeful methods to acquire a sampling size of 21 participants from six school districts in Maryland, with a minimum of one year of teaching experience. All participants agreed that technology was underutilized in teaching and learning activities in K-12 education, provided their perceptions of why, and responded to the TAM3 questions as to what determines their use or nonuse of technology in the classroom. Findings revealed that barriers to technology adoption continue to prevail, suggesting that the existing structure and curriculum of the education system does not afford enough time to incorporate technology into teaching activities, adequate funding does not exist to acquire the technologies that teachers would like to use for instruction, and more detailed instructional support is needed to reduce the time to prepare and implement the technology. Findings also revealed four new determinants that influenced the teacher's decision to use technology and are recommended as extensions to the TAM3 for predicting technology adoption in the educational setting: a) student engagement and motivation (SEM), b) student feedback and recommendations (SFR), c) student technical support (STS), and d) teacher age (AGE). [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.]
ED551856
Technology Adoption in K-12 Education: A Qualitative Study Using TAM3 to Explore Why Technology Is Underutilized
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5345-5
260
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549137
2015
As Provided
JAN2020
No
Information Technology
Outsourcing
Foreign Countries
Online Surveys
Statistical Analysis
Economic Development
Leaders
Knowledge Level
Wages
Labor Force
Intention
Omoregie, Harry O.
Dissertations/Theses - Doctoral Dissertations
Africa
South Africa
Africa
South Africa
English
In the last decade, the global information technology offshoring (ITO) and business process outsourcing (BPO) services have grown significantly, especially in Asia. The increased demand for offshore services in Asia has presented a difficult problem for U.S. organizations because countries such as India are now experiencing saturation of labor supply, employee attrition, and rising wages. In light of the challenges in Asia, there is a growing pressure on U.S. organizations to find low cost offshore service centers. Between 1990 and 2011, Sub-Saharan Africa (SSA) experienced a surge in World Bank development indicators. Despite the recent surge in SSA development indicators, the volume of U.S. ITO services performed in SSA is miniscule compared to the volume of work performed in Asia. This study tested five hypotheses to examine the relationship between the knowledge of the development indicators in SSA, and the intent of leaders of organizations in the U.S. to offshore IT activities to SSA. The study conducted an online survey of 450 leaders of organizations in the U.S. A total of 187 valid survey responses were received. Inferential statistics using chi-square test was employed for hypothesis testing and statistical significance. The study found statistical significant association among the knowledge of the wages, information and communications technologies (ICT) infrastructure, educated workforce in SSA, and the intent of leaders of organizations in the U.S. to offshore IT activities to SSA. The study revealed that South Africa is the preferred ITO destination in SSA. Apart from South Africa, the research found that leaders of organizations in the U.S. have inaccurate knowledge of the development indicators in most SSA countries. The study finding suggest that if the offshore of IT activities to SSA must increase, the knowledge of the development indicators in SSA must align with the information found on World Bank global development indicator database and CIA World Fact Book. [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.]
ED551857
United States Offshoring of Information Technology: An Empirical Investigation of Factors Inhibiting Sub-Saharan Africa
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5349-3
383
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549139
2015
As Provided
JAN2020
No
Foreign Countries
Information Technology
Access to Computers
Disadvantaged
Qualitative Research
Computer Attitudes
Business
Internet
Omorogbe, Cyril Amadin Matthew
Dissertations/Theses - Doctoral Dissertations
Nigeria
Nigeria
English
Several studies have shown that information and communications technology (ICT) is important in economic and business development. The advent and rapid development of ICT have not helped in bridging the technological gap between developing countries and advanced countries. In fact, there is an Internet access gap between developed and developing countries of the world. This phenomenon is owing to various reasons such as the level of education of the individuals, the condition of the required infrastructure, and other social, political, cultural, and economic reasons. This creates the need to better explain, and increase user acceptance of, or in this instance participation in, the creation or development of information and communications technology (ICT), and associated e-commerce activities in the digitally disadvantaged regions of sub-Saharan Africa, including Nigeria. In other to fulfill this need, it is important that we understand the phenomenon of digital divide and its effects on electronic commerce. The aim of this qualitative research is to find an effective method to understand this phenomenon. This research is therefore conducted to provide a better grasp of how Nigeria participates in the digital age, considering the influence of the local environmental factors, while moving away from technological acceptance or the top-down diffusion mentality, to a state of Indigenous Participation in Technology (IPT). [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.]
ED551858
Digital Divide as It Affects the Development of E-Commerce in Nigeria: A Qualitative Research Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5350-9
175
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549140
2015
As Provided
JAN2020
No
Productivity
Knowledge Management
Business
Competition
Engineering
Predictor Variables
Paladino, Armando E.
Dissertations/Theses - Doctoral Dissertations
English
This study examined the incorporation of tacit knowledge into corporate business intelligence and its impact on business performance, specifically analyzing individual productivity. Business productivity in relation to the use of knowledge has been investigated but using macro-dimensions not specifically oriented to individual workers' productivity. This study was based on externalization, one of the modes in the theory of organizational knowledge creation (that is, converting tacit knowledge into explicit knowledge). The findings on the literature stated that knowledge is the most important piece of business competitive advantage and that tacit knowledge is a key part of that knowledge. This research found that tacit knowledge did not influence individual engineers' productivity and as such did not affect business performance. Additionally, it found that tacit knowledge was not a factor that could be used to predict individual productivity. This research was the first attempt to investigate individual productivity in relation to tacit knowledge. The research discussion includes recommendations for future. [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.]
ED551859
The Power of Unstructured Data: A Study of the Impact of Tacit Knowledge on Business Performance
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5351-6
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549141
2015
As Provided
JAN2020
No
Information Technology
Training
Knowledge Level
Business Skills
Interpersonal Competence
Management Development
Outcomes of Education
Hypothesis Testing
Statistical Analysis
Plickebaum, Terry L.
Dissertations/Theses - Doctoral Dissertations
English
Information technology (IT) flexibility continues to grow in importance as organizations become increasingly dependent on IT in increasingly dynamic business environments. The contribution of IT infrastructure towards IT flexibility is fairly well understood and managed within organizations today. The contribution of IT personnel capabilities towards IT flexibility, in contrast, is less well understood and managed within organizations today. Additionally, organizations continue to try to maximize the value of their investments, whether those investments are in IT infrastructure or IT personnel. The research question addressed in this quantitative study is whether investments in IT personnel training have a significant moderating effect on the contribution of specific IT personnel capabilities towards overall IT personnel capabilities relative to IT flexibility. The conceptual model used (pre-hypothesized moderating factors) is one commonly found in IT flexibility literature showing technical knowledge, business knowledge, interpersonal skills, and management skills as the four contributing factors of IT personnel capability. Education and training are then hypothesized to positively influence the individual knowledge or skill towards IT personnel capabilities. The research design used within this quantitative study is a non-experimental, ex post facto design. The results do not support the hypothesized moderating effect of education and training on IT personnel capabilities. The results do, however, support earlier research and validate the IT flexibility model in use today is still accurate. Finally, the results of this study indicate the contributing factors to IT personnel capabilities are an area ripe for future research. [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.]
ED551860
The Moderating Effects of IT Training Programs: A Study of IT Flexibility Investments
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5353-0
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549142
2015
As Provided
JAN2020
No
College Faculty
Job Satisfaction
Family Work Relationship
Intellectual Disciplines
Factor Analysis
Regression (Statistics)
Statistical Significance
State Universities
Age
Educational Environment
Collegiality
School Culture
Predictor Variables
Research Universities
Mukhtar, Farah
Dissertations/Theses - Doctoral Dissertations
Iowa
Iowa
English
Higher Education
Postsecondary Education
This study utilized the existing database from the Iowa State University 2009-2010 COACHE Tenure-Track Job Satisfaction Survey Report to explore faculty work life balance and job satisfaction among academic disciplines at Iowa State University. The articulation of work and life, cast as work life balance, has become a key feature of much current government, practitioner and academic debate (Eikhof, Warhurst, & Haunschild, 2007). It is believed that balancing a successful career with a personal or family life can be challenging and impact on a person's satisfaction in their work and personal life's roles (Broers, 2005). This research sought to determine if: (a) work life differs by academic discipline group: (b) job satisfaction differs by academic discipline, and (c) there is a relationship between faculty work life and job satisfaction and whether this relationship differs by academic discipline group, and (d) if academic discipline has a unique effect on faculty work and life balance. In addition to exploring academic discipline, job satisfaction, and work life balance, this study used gender, age, salary, race, rank and professional experiences as control variables. The study employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), t-test and multiple regressions. Participants for this study included 143 tenure-track faculty members. Results indicated that the work life balance and job satisfaction has no significant among academic disciplines at ISU. However, the results indicated that there is a significant relationship (r = 0.595) between work life and job satisfaction. When controlling for demographic and professional experience, the result also indicated that age and climate, and culture were significant predicators for work life balance. The results also showed that female faculty have lower job satisfaction. Age and climate, culture, and collegiality were also found to be predicators for job satisfaction. The results also indicated that the level of job satisfaction was lower for hard pure disciplines as compare to soft pure disciplines. The findings of this study provide valuable insight for educators and policy makers who are interested in factors that contribute to work life and overall job satisfaction among academic disciplines at a large research institution in Midwest. Limitations, conclusions, and recommendations are discussed. [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.]
ED551861
Work Life Balance and Job Satisfaction among Faculty at Iowa State University
ProQuest LLC
Ph.D. Dissertation, Iowa State University
2012-00-00
978-1-2678-3843-8
142
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548417
2015
As Provided
JAN2020
No
Teacher Effectiveness
Social Justice
Social Work
Professional Education
Teacher Influence
Self Efficacy
Learner Engagement
Context Effect
Teacher Background
Ethnicity
Civil Rights
Integrated Curriculum
Systems Analysis
Funge, Simon Peter
Dissertations/Theses - Doctoral Dissertations
English
Social work education programs accredited by the Council on Social Work Education (CSWE) are expected to cultivate the knowledge and skills students require to competently challenge social injustices and advance social and economic justice in their professional practice (CSWE, 2008a). Because social work educators play a key role in this effort (Gil, 1998; Van Soest & Garcia, 2003), this study explored educators' beliefs have about their ability to fulfill this role. This exploration integrated teacher efficacy theory (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) and ecological systems theory (Bronfenbrenner, 1979, 1994) to determine to what extent the educational context as well as the personal and professional characteristics of educators affected these beliefs. Over 500 full-time social work educators responded to a request to complete a 56-item online survey instrument regarding their efficacy beliefs about their ability to integrate social justice content into their teaching in addition to information regarding the educational context in which they taught as well their personal and professional characteristics. These educators reported a high level of efficacy beliefs about their abilities to (a) facilitate student engagement and (b) encourage student learning when integrating social justice content into their teaching. In addition, the educational context was demonstrated to be influential on educators' efficacy beliefs. In particular, an educators' resolve to integrate this content and the availability of programmatic support proved significant. Further, educators' ethnic identity as well as the mastery experience of integrating human rights content proved most relevant to one or both sets of efficacy beliefs. In addition, from respondents' written comments, the effects of program mission and integration, faculty preparation and engagement, students' positionality, and the challenge of connecting an abstract concept to concrete practices were each revealed as relevant to efforts to integrate social justice content into teaching. Finally, implications for future research including the need to establish whether educators' efficacy beliefs reflect their actual teaching performances as well as the practical application of these findings for social work education programs are provided. [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.]
ED551862
Teaching Efficacy and Context: Integrating Social Justice Content into Social Work Education
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-2678-5223-6
309
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549090
2015
As Provided
JAN2020
No
Music Education
Music Activities
Music Teachers
General Education
Educational Practices
Teaching Methods
Guides
Geographic Regions
Regional Characteristics
Institutional Characteristics
Reports
Music Appreciation
Listening Skills
Aesthetic Education
Audiences
Teacher Characteristics
Factor Analysis
Surveys
Qualitative Research
Underwood, Kirsten Fedje
Dissertations/Theses - Doctoral Dissertations
United States (North Central)
United States (South)
English
The purpose of this study was to investigate relationships between institutional and instructor characteristics and the assignment of the concert report within American college music in general studies courses. Four research questions were addressed: (1) Do significant differences exist in instructor practices regarding the assignment of, and attitudes towards the concert report when grouped by region, instructor, and institutional characteristics? (2) Do significant differences exist in the role the concert report plays in MGS courses when grouped by region, instructor, and institutional characteristics? (3) Do significant differences exist in writing pedagogy, writing preparations, and the use of guides for writing the concert report when grouped by region, instructor, and institutional characteristics? (4) According to instructors, what dimensions of student learning are reflected in the concert report? Data were collected using a researcher-designed questionnaire, consisting of three parts and 43 items, resulting in 182 sub-items. Participants responded online via SurveyMonkey.com. A population of 256 MGS instructors answered the survey questions. The largest number of respondents were full professors with a doctoral degree whose teaching load was made up of 25% or less MGS courses, from small public undergraduate and graduate institutions in the North Central and Southern regions of the country. The largest number of instructors had over 25 years of overall teaching experience, and 10-14 years experience teaching MGS. Overall results indicate MGS instructors' expectations for and attitudes about the concert report were more similar than dissimilar. The most important areas addressed by the concert report were the improvement of listening skills, promoting aesthetic awareness, and building future audiences. Instructors assigned an average of two concert reports per semester, most frequently requiring them to be two pages in length. Very few significant differences were found based on region, and instructor and institutional characteristics. A significant difference was found between type of institution and number of pages expected for the concert report. Full- or part-time status created a significant difference in whether or not the concert report was meant only to verify concert attendance, and whether or not there was a common grading rubric. A significant difference in the use of re-writes was found based on years of teaching experience and institutional enrollment. A significant difference was found in the use of critiqued drafts when compared by region. Factor analysis revealed three dimensions of student learning: applied analysis, affective development, and critical evaluation. Qualitative analysis of open-ended response data supported survey findings. Due to the small size of the sample, the results of the study were not generalizable. However, the results provide a baseline of information about the concert report previously unavailable to instructors interested in this assignment in college level MGS courses. [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.]
ED551863
An Investigation of the Relationship between Instructor and Institutional Characteristics and the Concert Report Assignment in Music in General Studies Courses in the United States
ProQuest LLC
Ph.D. Dissertation, The University of Oklahoma
2012-00-00
978-1-2678-5238-0
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549098
2015
As Provided
JAN2020
No
Foreign Students
Acculturation
College Students
Mixed Methods Research
Experiential Learning
Familiarity
Interviews
Instructional Effectiveness
Student Experience
Learning Activities
DiMaria, Jerry
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this mixed-methods study was to measure the effectiveness of methods used to prepare students for study and work in a foreign country, including a standard checklist of cultural norms and behaviors, approaches to acceptable and unacceptable cultural interaction, and Hall's experiential activities to prepare students for unfamiliar environments by exposing them to many of the feelings and challenges associated with the experience of being lost. Data collection involved administering the Cross Cultural Adaptability Inventory to two groups of 50 participants each. Experimental group participants received preparation based on a specific experiential activity and uncertainty familiarization. Control group members received the standard preparation typically offered by their sponsoring schools. All participants took the CCAI 2-3 weeks after being in the host culture to evaluate how well their training prepared them for their intercultural experience. After several weeks in the host culture, participants were interviewed to further assess their level of acculturation and the role that the preparatory training played in preparing them for their experiences. Results showed that prior preparation through experiential activities and uncertainty avoidance resulted in students that adapted more readily to acculturation. [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.]
ED551864
The Combined Role of Experiential Activity and Uncertainty Familiarization and Its Impact on the Acculturation Experiences of Higher Academic Expatriate Students
ProQuest LLC
D.B.A. Dissertation, Baker College (Michigan)
2013-00-00
978-1-2678-5254-0
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549104
2015
As Provided
JAN2020
No
Critical Thinking
Thinking Skills
Undergraduate Students
College Curriculum
Teaching Methods
Student Characteristics
Mixed Methods Research
Comparative Analysis
Hepner, Michael Robert
Dissertations/Theses - Doctoral Dissertations
Ennis Weir Critical Thinking Essay Test
English
Higher Education
Postsecondary Education
This mixed methods study compared the critical thinking skills of students at two post-secondary education institutions that utilize two different curriculum models. A contemporary institution that offers a core curriculum and degree specialization (majors) was contrasted with a Great Books school that utilizes a canon of primary sources and relies on Socratic dialogue in the classroom. All students who complete the four-year Great Books program are awarded a bachelor's degree in liberal arts as opposed to a specialized degree. The two sample populations (N = 25) had similar demographic profiles, high school experiences, and college entrance exam scores, as well as similar college grade point averages and college social experiences as determined by a questionnaire, project data sheet, and a series of interviews used to elicit qualitative data for this project. The critical thinking skills of the participants were assessed using the Ennis-Weir Critical Thinking Essay Test. Observable differences were found between the two sample populations' overall scores on the Ennis-Weir test, as well as their scores on three of the test's five subscales measuring evaluation of argument, deduction, and inference. The findings of this project suggest that the curriculum and teaching methods at the school employing the Great Books model (n = 14) may have a positive impact on the development of that sample population's critical thinking skills; however, many factors hinder the researcher from declaring absolute causation, such as the small sample population size, so attributing the reported differences solely to the Burgundy College curriculum and teaching methods is not possible. [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.]
ED551865
Evaluating the Critical Thinking Skills and Academic Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2678-3937-4
174
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548467
2015
As Provided
JAN2020
No
Social Studies
Picture Books
Elementary Education
Instructional Materials
Qualitative Research
Content Area Reading
Reading Aloud to Others
Lesson Plans
Experienced Teachers
Emergent Literacy
Teaching Methods
Metropolitan Areas
Elementary School Teachers
Harrington, Judith Marie
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Elementary Education
Social studies has long been relegated to the sidelines in the elementary grades. Teachers have often used children's literature to teach social studies (e.g., Hicks, 1996; Hinde, 2005, 2009; Kent & Simpson, 2008) but there are concerns that this integration shortchanges social studies learning (e.g., Alleman & Brophy, 1993, 1994; Brophy, Alleman, & Knighton, 2007). This qualitative study involved teachers in the primary grades, thinking aloud as they read three picture books with social studies content; the emphasis was on the teachers' planning processes so students were not present during the study. Participants included 27 experienced teachers from grades K-2, recruited from 14 suburban and rural schools located in a large metropolitan area in the upper Midwest. Verbal analysis (Chi, 1997) indicated that the participants perceived both social studies and literacy aspects related to each book; more attention was often paid to the social studies content than literacy development. This finding is contrary to research which found that elementary teachers (K-6) often focus on developing literacy skills more than social studies understanding when reading texts to teach social studies (Boyle-Baise, Hsu, Johnson, Serriere, & Stewart, 2008). The 27 participants utilized books for multiple purposes in order to address curriculum demands and time constraints: to teach literacy skills, to develop literary appreciation, and to foster content understanding. These findings have implications for publishers, curriculum planners, and teacher educators, as well as the teachers themselves. Given the resources and freedom to explore both literacy and content aspects of the literature they use in their class, teachers in the primary grades would be both willing and able to meaningfully address both. [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.]
ED551866
Teachers Think Aloud about Picture Books for Teaching Social Studies in the Primary Grades
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-5455-1
257
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549231
2015
As Provided
JAN2020
No
Biomedicine
Records (Forms)
Medical Evaluation
Natural Language Processing
Memory
Computational Linguistics
Notetaking
Form Classes (Languages)
Moon, Sungrim
Dissertations/Theses - Doctoral Dissertations
English
The use of acronyms and abbreviations is increasing profoundly in the clinical domain in large part due to the greater adoption of electronic health record (EHR) systems and increased electronic documentation within healthcare. A single acronym or abbreviation may have multiple different meanings or senses. Comprehending the proper meaning of an acronym or abbreviation using automated machine techniques, known as word sense disambiguation (WSD), in clinical notes is an essential step for medical natural language processing (NLP) systems. While acronym and abbreviation WSD from the biomedical literature is an active area of investigation, little research has been done on this topic with clinical documents. The purpose of this dissertation is to develop automatic WSD tools for clinical acronyms and abbreviations. A key step toward this end is to build a comprehensive clinical sense inventory based upon the integration of available biomedical resources and upon senses from a large corpus of clinical notes. Another complementary task is the performance maximization of machine learning (ML) algorithms. This includes the development of optimal feature sets for WSD and the exploration of minimum "adequate" sample size for training classifiers. These automatic WSD technologies extend to the complementary problem of symbol disambiguation in clinical texts. Lastly, the anticipated future work will be in developing quality improvement of automatic WSD tools including sense amelioration utilizing biomedical knowledge. [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.]
ED551867
Automatic Word Sense Disambiguation of Acronyms and Abbreviations in Clinical Texts
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-5471-1
99
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549247
2015
As Provided
JAN2020
No
Foreign Countries
Illustrations
Science Tests
Comparative Analysis
Elementary School Students
Elementary School Science
Statistical Analysis
Cultural Differences
Cultural Pluralism
Earth Science
Biological Sciences
Physics
Academic Achievement
Context Effect
Instructional Effectiveness
Grade 8
Wang, Chao
Dissertations/Theses - Doctoral Dissertations
China
United States
China
United States
English
Elementary Education
Grade 8
Middle Schools
Secondary Education
Junior High Schools
This dissertation addresses the complexity of test illustrations design across cultures. More specifically, it examines how the characteristics of illustrations used in science test items vary across content areas, assessment programs, and cultural origins. It compares a total of 416 Grade 8 illustrated items from the areas of earth science, life science, and physics used in an international assessment, four U.S. state assessments, and China's middle school exit examinations. It also examines the relationship of student performance and item illustrations' formal properties. Results from both statistical analyses and analyses of exemplar illustrations show that although illustrations across cultures tended to have similar complexities, the sets of features that make them complex can be different. Illustrations from the Chinese tests provide more frequently than illustrations from the American tests visual information connecting the content of the item with the country's national, cultural, and historical contexts. Results also show that the contextual features in test illustrations tend to be positively related to student performance on the items. This study is among the first approaches to analyzing the use of illustrations in the context of testing across cultures. Its results speak to the need for systematically examining the design and effectiveness of illustrations in science tests. Identifying cultural differences in the features of item illustrations can inform the process of item development and contribute to ensuring more valid assessment of culturally diverse populations in both the U.S. and the context of international test comparisons. [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.]
ED551868
The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5493-3
258
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549268
2015
As Provided
JAN2020
No
Administrator Attitudes
Attitude Measures
Ethics
Sanctions
Sexuality
Computer Mediated Communication
Telecommunications
Personality Traits
Vignettes
Behavior Problems
Gender Differences
Racial Differences
Ethnic Groups
Predictor Variables
Administrator Role
Administrator Characteristics
Responses
Student Behavior
Surveys
Superintendents
Teacher Behavior
Adams, Michael W.
Dissertations/Theses - Doctoral Dissertations
English
This study focused on the perceived ethics of the decisions superintendents make in response to a situation with a teacher that was value-laden, potentially volatile, and potentially affected by the teachers' gender or ethnicity. Superintendents (N = 123) each read one of 12 versions of a vignette depicting a sexting incident between a student and a teacher and were asked to use the "Multidimensional Ethics Scale" (McMahon & Harvey, 2007) to rate how ethical they found the administrative response to the situation to be. All versions of the vignette were the same except that (a) the described administrative response was either more lenient or more harsh and the teacher who had engaged in the sexting behavior was depicted as (b) either male or female, and as (c) either African-American, Latino, or White, non-Hispanic. Participants also took two personality measures (conscientiousness; openness to experience). However, neither personality scale predicted superintendents' response to the vignette. Nor did the gender or ethnicity of the teacher depicted in the vignette. However, there was a very large main effect for severity of the sanction given the teacher, with the more severe sanction being rated as the more ethical (Cohen's d = 1.70). When asked to describe in an open-ended question what response they would make to this situation, the two most frequent responses were to contact human resources (39%) and to investigate further (35%); a smaller proportion indicated that they would contact law enforcement (11%). Implications of these findings are discussed. [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.]
ED551869
School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette: Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race
ProQuest LLC
Ed.D. Dissertation, University of Redlands
2012-00-00
978-1-2678-5506-0
92
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549281
2015
As Provided
JAN2020
No
Charter Schools
English Language Learners
Comparative Analysis
Counties
Statistical Analysis
Scores
Middle Schools
Elementary Schools
Databases
Poverty
Ethnicity
African American Students
Hispanic American Students
School Effectiveness
White Students
Enrollment
Gutierrez, Matthew H.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Middle Schools
Secondary Education
Junior High Schools
Elementary Education
In 1992, California became just the second state in the United States to enact significant charter school legislation. Today, over 940 charter schools are operating in California servicing nearly 350,000 students. California leads the nation both in the number as well as the fastest rate of growth of charter schools (Center for Education Reform 2010). But how effective are these charter schools? This study was organized into five phases and utilized quantitative statistical methods to evaluate the performance of charter schools vis-a-vis traditional public schools in the Greater Los Angeles area: Los Angeles, Orange, Riverside, San Bernardino, and Ventura counties. This analysis relied on data culled from the California Department of Education. This data included 2010 CST scores for all elementary and middle schools and demographic data such as ethnicity, poverty levels, and English-Language Learner (ELL) status from the state's DataQuest database. In answering the question, "Who is best served by charter schools?" this study found that charter schools tend to better serve African American and Hispanic students, as well as students from an impoverished background; whereas, performance of White students tended to be worse when enrolled in charter schools. [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.]
ED551870
Charter Schools in Greater Los Angeles: An Evaluative Comparison of Charter Schools vis-a-vis Traditional Public Schools
ProQuest LLC
Ed.D. Dissertation, University of Redlands
2012-00-00
978-1-2678-5507-7
110
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549282
2015
As Provided
JAN2020
No
Principals
Administrator Attitudes
Attitude Measures
Ethics
Sanctions
Sexuality
Computer Mediated Communication
Telecommunications
Personality Traits
Vignettes
Behavior Problems
Gender Differences
Racial Differences
Ethnic Groups
Predictor Variables
Administrator Role
Mixed Methods Research
Administrator Characteristics
Responses
Student Behavior
Surveys
Moriarty, Margaret E.
Dissertations/Theses - Doctoral Dissertations
English
This mixed-methods study was designed to determine how principals perceived the ethicality of sanctions for students engaged in sexting behavior relative to the race/ethnicity and gender of the student. Personality traits of the principals were surveyed to determine if Openness and/or Conscientiousness would predict principal response. Sexting is a recent phenomenon that school administrators are confronting often with little formal guidance. It is a value laden issue that lends itself well to ethical inquiry. Research tools used in this study were (a) portions of the "Big Five Inventory," (b) the "Multidimensional Ethics Scale" ("MES-10"), (c) a manipulation check, and (d) two open-ended questions. Findings included that when presented with the choice of two sanctions, one more lenient and the other more severe, the more severe sanction was perceived to be the more ethical, either sanction was perceived as more ethical when applied to the male student than to the female student, and regardless of whether the disposition was lenient or strict, the male participants perceived it to be less ethical for the African-American student and more ethical for the White student than did females. [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.]
ED551871
School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette: Severity of Administrator Response, Principal Personality, and Offender Gender and Race
ProQuest LLC
Ed.D. Dissertation, University of Redlands
2012-00-00
978-1-2678-5509-1
121
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549284
2015
As Provided
JAN2020
No
Principals
Administrator Attitudes
Assistant Principals
Attitude Measures
Ethics
Sanctions
Teacher Behavior
Sexuality
Computer Mediated Communication
Telecommunications
Online Surveys
Personality Traits
Vignettes
Behavior Problems
Gender Differences
Racial Differences
Ethnic Groups
Predictor Variables
Qualitative Research
Administrator Role
Wagner, Kenneth
Dissertations/Theses - Doctoral Dissertations
English
Site level administrators make decisions during the course of a day that have ethical dimensions that challenge their personal values and ethics. This study examined the extent to which particular factors would affect principals' and vice principals' judgments of the ethicality of sanctions given a teacher who had been sending sexually explicit messages to a recent graduate (i.e., sexting). In an on-line survey, participants (N = 326) provided demographic information, completed a measure (Rammstadt & John, 2007) of the two personality traits of conscientiousness and openness to experience, and then read one of 12 versions of a vignette describing a sexting incident with a teacher. The essential elements of the vignette were the same across conditions, but varied by (a) offender gender, (b) offender race or ethnicity (African American, Hispanic, or White, non-Hispanic), and (c) the disposition of the situation (more lenient versus more strict sanction for the offender). Participants then rated the ethicality of the disposition using a measure by McMahon and Harvey (2007). Finally, they were asked to describe what action they would have taken in this circumstance. Neither conscientiousness nor openness to experience predicted participant responses. They did, though, perceive the stricter disposition as more ethical. As well, there was a gender interaction so that the more severe disposition was rated as more ethical for a male offender. From the qualitative responses participants provided, it was clear that nearly two-thirds would have turned the situation over to the district office to handle. The implications of those findings are discussed and directions for future research are suggested. [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.]
ED551872
School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette: Severity of Administrator Response, Principals' Personality, and Offender Gender and Race
ProQuest LLC
Ed.D. Dissertation, University of Redlands
2012-00-00
978-1-2678-5510-7
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549285
2015
As Provided
JAN2020
No
Immigrants
Parent Participation
Small Schools
Urban Schools
High Schools
Participant Observation
Counselor Role
Administrator Role
Guidance
Social Work
Parent School Relationship
Parent Teacher Cooperation
Computer Mediated Communication
Access to Education
Internet
Futures (of Society)
Aleixo, Marina Bandeira
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This dissertation examines how parent involvement expectations are communicated and enacted in interactions at one small urban high school. Through detailed descriptions of school interactions between supporting staff and immigrant parents, this study examines how parent involvement expectations are understood and perceived. Although scholarly interest in parent involvement has existed for quite some time, few studies consider the role of supporting staff (e.g., family liaisons, testing coordinators, guidance counselors, social workers). In what ways do interactions with support staff impact constructs of parent involvement within a school? This approach provides a unique contribution to the current parent involvement literature. Through a year of ethnographic field research, I examine the experiences of school staff and parents as they interact in various spaces and engage in the process of parent involvement. Through participant observations in various parent group meetings, school events and activities, and shadowing of school staff, I explore parent involvement expectations at one small urban high school. Although most of the current literature focuses on teacher-parent relationships, findings suggest that parent contact with teachers is extremely limited, and that it is actually supporting staff that engages most in interactions with parents. These staff play a key role in shaping parents' perceptions of involvement and become the main source for understanding the school's parent involvement expectations. Findings also present a new problem in the parent involvement paradigm, where new forms of involvement are being introduced without regard to parents' reality. As the data reveal, online access is now expected as a form of involvement and for many families this is potentially an unrealistic expectation. [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.]
ED551873
Immigrant Parent Involvement in U.S. Schools: Current Practices and Future Possibilities
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-5511-4
162
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549286
2015
As Provided
JAN2020
No
Academic Persistence
Filipino Americans
Qualitative Research
Barriers
Interviews
Focus Groups
Undergraduate Students
Student Experience
Private Colleges
Catholic Schools
Whites
Educational Environment
Cultural Differences
Student Attitudes
Socioeconomic Influences
Social Bias
Clubs
Student Organizations
Family Influence
Academic Aspiration
Institutional Characteristics
Minority Group Students
Bailon, Angelica Mae Andaya
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
At more than three million, Filipina/o Americans are one of the largest ethnic minority groups in the United States. Yet, few studies have focused on the experiences of Filipina/o Americans in institutions of U.S. higher education. Given the increasing disparity in degree achievement between first and second generation Filipina/o Americans, this qualitative study investigated the challenges to persistence that Filipina/o American undergraduates have faced in college and identified resources and strategies that have facilitated their survival in higher education. Through individual interviews and a focus group, participants shared their experiences in a private, Catholic, and predominantly White institution. This study found that challenges to persistence included feelings of cultural dissonance between Filipina/o Americans and a predominantly White and affluent student body, feelings of invisibility and marginality due to lack of representation in the institution's academic and social spheres, and personal academic challenges. Their stories also elucidated that despite these struggles, students were able to persist. Campus subcultures such as ethnic and cultural organizations, an Asian- interest sorority, and service organizations were primary factors in persistence. Additionally, the support of family was key in fostering participants' educational aspirations. Institutional characteristics such as size, religious affiliation and mission, and available resources were also cited as important factors in building their commitment to persist. The stories shared in this study are a testament to the need to destabilize dominant narrative of persistence in higher education to include Filipina/o American students who are often overlooked as a result of the model minority myth. [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.]
ED551874
Stories of Persistence: Filipina/o American Undergraduate Students in a Private, Catholic, and Predominantly White University
ProQuest LLC
Ed.D. Dissertation, Loyola Marymount University
2012-00-00
978-1-2678-3983-1
313
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548501
2015
As Provided
JAN2020
No
Teacher Role
Second Language Learning
Second Language Instruction
Educational Policy
Elementary School Students
Elementary School Teachers
Ethnography
English (Second Language)
Language Teachers
Foreign Countries
Novices
Professional Identity
Discourse Analysis
Textbooks
Language Proficiency
Teacher Attitudes
Educational Practices
Horii, Sachiko Yokoi
Dissertations/Theses - Doctoral Dissertations
Japan
Japan
English
Elementary Education
In 2008, a new language education policy called "Gaikokugo Katsudou" [Foreign Language Activities] was issued by the Ministry of Education, Culture, Sport, Science, and Technology (MEXT) in Japan. Effective 2011, foreign language education became mandatory in all Japanese public elementary schools for the first time. With this dramatic shift in policy, all fifth and sixth graders in public elementary schools must be provided with 35-credit-hours of English activity class per year. This qualitative study documents language policy processes at two elementary schools in Japan--Seto Elementary School, a neighborhood school in a local city area with three Japanese homeroom teachers and Satsuki Laboratory School, an elite, laboratory school in a metro area with a novice, Japanese teacher of English. Drawing on the ethnography of language policy that acknowledges the critical roles that local practitioners play at "the epicenter of the dynamic process of language policy making" (Garcia & Menken, 2010, p. 262), this study examines the core of the policy process, pointing to multiple, local, dynamic, "de facto" policies that teachers create in their classrooms. In particular, I examine how local teacher identities and their practices interact in class to form their "de facto" policies. I analyze how the macro-level, socially constructed, imposed, and idealized category of teacher identity in Foreign Language Activities is locally negotiated and reconstructed in teachers' day-to-day discursive practices. My ethnographic and micro-discourse analysis suggests that at Seto Elementary School, the textbook served as a de facto policy that shaped the school's curriculum, lessons, and instruction. The teachers' limited conditions including having absolutely no time to plan lessons with their English-speaking teacher and their low English proficiency were critical factors in their views and practices that did not allow them to explore, access, and make use of their expertise. Although my micro-discourse analysis identified evidence of negotiation in their interpretations and practices of the policy, overall, their exercise of agency remained limited within the top-down policy context. In contrast, at Satsuki Laboratory School, the top-down policy was not dominant but selectively and partially implemented in a teacher's classes. She was given time, space, and language competency to fully exercise her agency in negotiating and recreating the policy while exploring and developing her professional identity and expertise as an English teacher. By providing empirical insight into the dynamic nature of identity construction in interaction, this project reconceptualizes and reconsiders mechanisms of language policy by highlighting the linguistic, cultural, and professional dimensions of local teacher identities in the language policy process. [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.]
ED551875
"Foreign Language Activities" in Japanese Elementary Schools: Negotiating Teacher Roles and Identities within a New Language Education Policy
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-5529-9
221
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549304
2015
As Provided
JAN2020
No
Formative Evaluation
Computer Assisted Testing
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Interviews
English Language Learners
Native Speakers
Databases
Comparative Analysis
Evaluation Methods
Student Evaluation
Classroom Environment
Racial Composition
Scores
Mathematics Achievement
Statistical Analysis
Teacher Attitudes
Lekwa, Adam Jens
Dissertations/Theses - Doctoral Dissertations
California
Minnesota
Texas
California
Minnesota
Texas
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
This paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These analyses were followed by semi-formal interviews with three teachers in California, Texas, and Minnesota, who use AM in mathematics instruction with ELLs and NESs. Without taking classroom-level information into account, ELLs, as a group, appeared to receive slightly greater implementation of this formative assessment system than did their native English speaking peers. Yet the results of five sets of generalized linear mixed-effects regression models indicated that, after accounting for classroom membership (or teacher effects), ELLs and their NES peers received roughly equal levels of implementation of the formative assessment system, suggesting that ELLs in this sample tended to be found in the classrooms of teachers who made somewhat greater use of their formative assessment system. The results of multilevel growth models suggested that ELLs tended to begin the school year with lower levels of mathematics skills, on average, than their NES peers. After accounting for variability associated with classroom membership, there were no significant differences between average growth in STAR Math scores between ELLs and NESs. Implementation of AM was a strong positive predictor of growth for both groups of students, yet there was a significant, but small, negative three-way interaction between ELL status, growth in mathematics, and implementation of AM. Teacher input, obtained in semi-formal interviews, added perspective to the results of quantitative analyses of implementation and growth. Their responses to questions about patterns of implementation or observations of growth in STAR Math scores provided illustrations of trends encountered in statistical models, and suggested issues for consideration in future research on the topic of formative assessment practices in mathematics for ELLs. [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.]
ED551876
Technology-Enhanced Formative Assessment in Mathematics for English Language Learners
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-2678-5534-3
133
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549309
2015
As Provided
JAN2020
No
College Readiness
Expenditure per Student
Educational Indicators
Correlation
Exit Examinations
Statistical Significance
Interviews
Multiple Regression Analysis
Franklin, Treva
Dissertations/Theses - Doctoral Dissertations
Texas
Academic Excellence Indicator System
Texas
Academic Excellence Indicator System
English
Expectations and legislation have placed new accountability measures on educators to ensure that students are college ready upon high school graduation. Research was necessary to analyze the relationship between instructional spending and college readiness measures as reported on the Academic Excellence Indicator System (AEIS) in Texas. The purpose of this study was to determine whether or not a relationship existed between instructional spending and college readiness as measured by the exit-level Texas Assessment of Knowledge and Skills (TAKS) English language arts assessment and the math exit-level TAKS assessment. The study included the majority of K-12 public school districts in the state of Texas for the 2010-2011 school year. The descriptive statistics determined if a correlation existed between the levels of instructional spending per student and the percentage of students scoring at the college readiness level on exit-level TAKS. A multiple regression analysis, specifically a product moment correlation, was utilized to determine if a statistically significant relationship existed between the variables defined in the study. To gain further insight, college readiness advisors were interviewed concerning their perceptions of what makes a student college ready. With the push for college readiness to be achieved by all students, the topic of funding adequacy has been and will continue to be an issue. The information collected in this study adds to the existing limited body of knowledge related to college readiness. Although this research concluded there was no statistically significant relationship between instructional spending amounts and the college ready graduate measures on the 2011 AEIS reports, there are still viable implications regarding college readiness. The researcher provided additional research in the area of college readiness and perceptions of what was needed for students to be college ready. This research will be beneficial for future planning for curricular and budgetary functions of public school districts. Therefore, this research purports relevancy for legislators, administrators, taxpayers and educators at both the high school and college level. [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.]
ED551877
Do Resources Matter? An Analysis of Instructional Spending on College Readiness Indicators in Texas
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4015-8
140
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548520
2015
As Provided
JAN2020
No
Information Systems
Planning
Student Projects
Shared Resources and Services
Models
Program Implementation
Success
Higher Education
Correlation
Statistical Analysis
Stoyanoff, Dawn Galadriel Pfeiffer
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examined the enterprise resource planning (ERP) implementations that utilized a shared services model in higher education. The purpose of this research was to examine the critical success factors which were perceived to contribute to project success. This research employed a quantitative non-experimental correlational design and the Project Implementation Profile (PIP) originally designed by Slevin and Pinto (1986) to survey respondents. Respondents were mostly female functional team members at institutions of higher education who maintained an institutional tenure greater than 10 years. The majority of the respondents worked on projects in the execution phase and predicted successful project completion. An on-line survey was conducted, and results were gathered and examined using descriptive, summary, and inferential statistical analysis. Analysis of the data revealed that all ten success factors were predictors of project success by various degrees. Of the critical success factors analyzed, communication and troubleshooting were the only ones significantly related to project success of shared services ERP implementations in higher education. [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.]
ED551878
Examining Success Factors Related to ERP Implementations in Higher Education Shared Services Projects
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5363-9
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549147
2015
As Provided
JAN2020
No
Information Technology
Administrators
Adoption (Ideas)
Administrator Attitudes
Beliefs
Knowledge Level
Computer Security
Tanque, Marcus M.
Dissertations/Theses - Doctoral Dissertations
English
The research conducted in this study inquires about Information Technology (IT) managers' and executives' attitudes, beliefs, and knowledge on Cloud Computing (CC) security. The study evaluated how these factors affect IT managers' and executives' willingness to adopt CC solutions in their organizations. Confidentiality, integrity, and availability of data are areas of concern identified in this research. In spite of managers' and executives' security concerns on willingness to adopt CC solutions, CC is viewed as a technology paradigm that is quickly evolving to meet IT managers' and executives' security needs. This study further indicated that IT managers and executives are not adequately knowledgeable or trusting of Service Level Agreements (SLAs) that vendors have developed. A significant level of correlation or relationship between the dependent variable "willingness" and independent variables "security," "confidentiality," "integrity," and "availability" was observed in this research. The evaluation of the IT managers' and executives' concerns relative to adoption of the CC solutions was supported by several aspects of IT infrastructure and business resources. The indication of this research is that cloud vendors should allocate or develop Best Security Practices (BSPs), SLAs, and Physical Security Accesses (PSAs) to guarantee that their IT managers' and executives' security concerns on willingness to adopt CC solutions are fulfilled. The study provided the foundation to help IT managers and executives make recommendations for the best BSPs, SLAs, and the PSAs prior to adopting CC solutions in their organizations. Findings from this research could assist cloud providers, vendors, IT managers and executives decide on the BSPs, SLAs, and the PSAs suitable for the adoption of CC. [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.]
ED551879
An Analysis of Information Technology Managers' and Executives' Security Concerns on Willingness to Adopt Cloud Computing Solutions
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5364-6
182
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549148
2015
As Provided
JAN2020
No
Grammar
Language Research
African Languages
Morphology (Languages)
Linguistic Theory
Guidelines
Intonation
Computational Linguistics
Verbs
Phonology
Syntax
Nouns
Phrase Structure
Pragmatics
Verbal Communication
Nonverbal Communication
Foreign Countries
Allison, Sean David
Dissertations/Theses - Doctoral Dissertations
Cameroon
Cameroon
English
Makary Kotoko (MK), a Central Chadic B language, is spoken in the north of Cameroon just south of Lake Chad. Published works on MK to date include about a dozen articles on different aspects of the grammar of the language, primarily by H. Tourneux. The present work, which is based on a substantial corpus of recorded texts, is a systematic description of many aspects of the phonology, morphology, and syntax of the language. The description makes use of the framework of Basic Linguistic Theory as described in Dixon (2010a,b). MK has six vowels and twenty seven consonants, including a series of implosives and a series of ejectives. The tone system (including a high, low, mid, and falling tone) functions both lexically and grammatically. Nominal morphology is limited, coding plurality, a diminutive, and three nominalization processes. The language has lexicalized a basic ontological distinction between concrete things and abstract things. Verbal morphology is also limited, coding plurality, an applicative, and a causative. The language codes aspectual/modal distinctions on the subject marker which precedes the verb. Means, manner, and reason are coded through the use of a marker which occurs within the verb phrase, and indicates that a previously mentioned entity is either the means or manner or reason (as conveyed by context) for the situation of the clause in which the marker occurs. There are four primary non-verbal predication constructions used to express notions of identity, attribution, possession, location, and existence. MK places noun phrases in pre-subject position, followed by a small number of markers, to code pragmatic information for the clause. Combining clauses is done through various means, including the use of two sequential markers which code (in different domains) the succession of events in the discourse. [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.]
ED551880
Aspects of a Grammar of Makary Kotoko (Chadic, Cameroon)
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5373-8
631
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549154
2015
As Provided
JAN2020
No
Student Mobility
Middle School Students
School Districts
Standardized Tests
Academic Achievement
Scores
Mathematics Tests
Reading Tests
Statistical Analysis
Gender Differences
Socioeconomic Status
Disadvantaged
Poverty
Robinson, Steven Scott
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Middle Schools
Secondary Education
Junior High Schools
This study examined the effect of middle school student mobility on standardized test achievement in mathematics and reading. The variables of gender and poverty were also examined in the context of their relationship to a student's mobility. The data set consisted of the mathematics and reading scores of 9,083 middle school students in a large Tennessee school system of approximately 42,000 students. The first research question asked if there were any differences between mobile and non-mobile students on the mathematics and reading sections of Tennessee Comprehensive Achievement Program Achievement Test (TCAP). Utilizing independent samples "t" tests for the mathematics and the reading data, the findings demonstrated a significant difference between the scores of mobile and non-mobile students with non-mobile students scoring higher. The second research question asked if there were differences between mobile and non-mobile male and female students on the mathematics and reading sections of TCAP. To answer this question, two-way ANOVAs were conducted with the mathematics and then the reading scores. Significant differences were found between the scores of both boys and girls when compared by mobility (mobile boys versus non-mobile boys and mobile girls versus non-mobile girls), with non-mobile students scoring higher. This significant difference, however, did not exist between boys and girls when they were both mobile (mobile boys versus mobile girls). The third question asked if there were any differences between mobile and non-mobile students on the mathematics and reading sections of TCAP for students who were socio-economically disadvantaged (SED) and for students who were not socio-economically disadvantaged. Two-way ANOVAs were conducted on both the mathematics and reading scores. The findings were that both non-mobile and non-SED students scored significantly higher in both mathematics and reading. The final research question asked if there were any differences between mobile and non-mobile male and female students on the mathematics and reading sections of TCAP for students who were socio-economically disadvantaged and who were not socio-economically disadvantaged. Three-way ANOVAs were conducted on both the mathematics and reading scores. The findings supported the two-way ANOVA findings. Additionally, girls' reading was more negatively affected by mobility than boys' reading. [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.]
ED551881
An Analysis of the Impact of Student Mobility on Middle School Students in One School District in Tennessee
ProQuest LLC
Ed.D. Dissertation, The University of Tennessee at Chattanooga
2012-00-00
978-1-2678-5631-9
112
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549347
2015
As Provided
JAN2020
No
Computer Science Education
Computation
Thinking Skills
Logical Thinking
Abstract Reasoning
Programming
Computer Simulation
Elementary School Students
Middle School Students
Grade 6
Grade 7
Basawapatna, Ashok Ram
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Computational thinking aims to outline fundamental skills from computer science that everyone should learn. As currently defined, with help from the National Science Foundation (NSF), these skills include problem formulation, logically organizing data, automating solutions through algorithmic thinking, and representing data through abstraction. One aim of the NSF is to integrate these and other computational thinking concepts into the classroom. End-user programming tools offer a unique opportunity to accomplish this goal. An end-user programming tool that allows students with little or no prior experience the ability to create simulations based on phenomena they see in-class could be a first step towards meeting most, if not all, of the above computational thinking goals. This thesis describes the creation, implementation and initial testing of a programming tool, called the "Simulation Creation Toolkit," with which users apply high-level agent interactions called "Computational Thinking Patterns" (CTPs) to create simulations. Employing Computational Thinking Patterns obviates lower behavior-level programming and allows users to directly create agent interactions in a simulation by making an analogy with real world phenomena they are trying to represent. Data collected from 21 sixth grade students with no prior programming experience and 45 seventh grade students with minimal programming experience indicates that this is an effective first step towards enabling students to create simulations in the classroom environment. Furthermore, an analogical reasoning study that looked at how users might apply patterns to create simulations from high-level descriptions with little guidance shows promising results. These initial results indicate that the high level strategy employed by the Simulation Creation Toolkit is a promising strategy towards incorporating Computational Thinking concepts in the classroom environment. [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.]
ED551882
Creating Science Simulations through Computational Thinking Patterns
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5377-6
500
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549158
2015
As Provided
JAN2020
No
Intelligent Tutoring Systems
Speech
Computer Mediated Communication
Natural Language Processing
Dialogs (Language)
Learner Engagement
Scaffolding (Teaching Technique)
Achievement Gains
Schemata (Cognition)
Classification
Interrater Reliability
Usability
Models
Man Machine Systems
Questioning Techniques
Becker, Lee
Dissertations/Theses - Doctoral Dissertations
English
While many studies have demonstrated that conversational tutoring systems have a positive effect on learning, the amount of manual effort required to author, design, and tune dialogue behaviors remains a major barrier to widespread deployment and adoption of these systems. Such dialogue systems must not only understand student speech, but must also endeavor to keep students engaged while scaffolding them through the curriculum. Crafting robust, natural tutoring interactions typically involves writing tightly scripted behaviors for a wide variety of student responses and scenarios. Combining statistical machine learning with corpus-based methods in natural language processing presents a possible path to reducing this effort. Advances in reinforcement learning have been applied toward dialogue systems to learn optimal behaviors for a given task. However, these learned dialogue policies are tightly coupled to the specific dialogue system implementation. For content-rich applications such as intelligent tutoring systems, there is an immediate need to learn tutoring strategies and dialogue behaviors that can be leveraged across a variety of materials, concepts and lessons. Further generalization will require an intermediate representation of dialogue that can abstract the conversation to its underlying action, function, and content. This work introduces the Dialogue Schema Unifying Speech and Semantics (DISCUSS), an intermediate linguistic representation that captures the semantics and pragmatics of speech while also allowing for domain-independent modeling of tutorial dialogue. To better understand the benefits of the DISCUSS representation, a corpus of computer-mediated tutorial dialogues was manually tagged with DISCUSS labels. These data were then used for three different tasks: utterance classification, dialogue move selection, and learning gains prediction. System performance in these tasks demonstrate the utility and viability of the DISCUSS representation for analyzing and automating dialogue interactions. Utterance classifiers achieve DISCUSS labeling performance on par with inter-annotator agreement levels. System performance in ranking and selecting follow-up questions illustrates the usefulness of DISCUSS-based features for modeling and identifying the factors behind human decision making when teaching. Correlating features of the dialogue with measured learning gains in students shows how DISCUSS-derived metrics provide a detailed account of real tutoring strategies and student behaviors. Together these results represent a step toward more domain-independent mechanisms for modeling dialogue. [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.]
ED551883
DISCUSS: Toward a Domain Independent Representation of Dialogue
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5380-6
193
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549161
2015
As Provided
JAN2020
No
Racial Differences
Gender Differences
Interdisciplinary Approach
Racial Bias
Power Structure
Case Studies
Feminism
Educational Experience
Females
Critical Theory
Race
Qualitative Research
Low Income
Working Class
Doctoral Programs
Student Attitudes
Graduate Students
Advantaged
Cultural Awareness
Intuition
Physiology
Trauma
Psychological Patterns
American Indian Students
Health
Whites
Institutional Characteristics
Disadvantaged
Hispanic American Students
Cueva, Bert Maria
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This national case study examines the educational experiences of twenty-one women that self-identified as low-income or working-class Chicanas or Native American women pursuing professoriate degrees in the Humanities, Social Sciences, Forestry, and Education. The case study includes forty-two qualitative "testimonio" interviews that examine how racism, white privilege, and complex power relations affect Chicanas and Native American women at the doctoral level. This case study examines the types, contexts, effects, and responses that the women use to strategically navigate through their doctorates within predominantly white public universities. This case study uses Critical Race Theory (CRT), Chicana Feminism, and a qualitative method of "testimonio" to better understand the educational experiences of Chicanas and Native American women in higher education. CRT allows for an interdisciplinary perspective to examine how racism, white privilege, and complex power relations impact women's educational experiences. Chicana feminism allows me to theorize from the intersectionalities of race, class, and gender, as well as draw from alternative sources of knowledge, such as women's bodies, lived experiences, and cultural intuition. Cultural intuition is shaped by our personal, academic, and professional experiences, as well as our Chicana feminist oriented research practices. The methodological approach of "testimonio" is used to conduct, collect, and analyze forty-one "testimonio" interviews on Chicana and Native American women's educational experiences. "Testimonio" provides a format to document and better understand the effects of racism and race-based trauma through the psychological and physiological implications to women's bodies, minds, and health. Their "testimonios" are significant for educators, researchers, and policy makers to better understand how systematic racism and additional types of oppressive structures within higher education impact Chicanas and Native American women in the 21st Century. The method of "testimonio" allows women to name and reveal the discursive assaults experienced by institutional, social, and political injustices occurring in higher education. The case study includes twenty-one women from predominantly white public universities throughout the United States. Most notably, the case study will contribute to creating interdisciplinary feminist research to better understand Chicanas and Native American women's racial and gendered educational experiences in order to create greater educational opportunities for marginalized women at the level of the professoriate. [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.]
ED551884
Theorizing the Racial and Gendered Educational Experiences of Chicanas and Native American Women at the Ph.D. Level in Higher Education: "Testimonios" of Resistance, Defiance, Survival, and Hope
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-2678-5704-0
275
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549365
2015
As Provided
JAN2020
No
College Outcomes Assessment
English for Academic Purposes
Translation
Evidence
Fidelity
Program Implementation
Task Analysis
Foreign Countries
Content Analysis
Correlation
Statistical Analysis
Cultural Context
Tests
Chia, Magda Yanira
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study addresses the complex process of translation and adaptation of two Collegiate Learning Assessment (CLA) performance tasks (PTs), originally developed in English for American students, into the languages and cultures of five participating countries. Focusing on confirming evidence bits (CEBs), disconfirming evidence bits (DEBs), and no evidence bits (NEBs), I captured information regarding the factors that are critical to completing the translation and adaptation process as intended. Fidelity of Implementation (FOI) was examined by tasks to be completed and criteria to be met. Using a FOI framework created for this study, I examined information from 100 documents, emails, interviews, meetings minutes, and surveys and coded results according to evidence type. The framework includes 18 tasks that countries were to complete and 11 criteria with which countries were to comply. More specifically, I analyzed results from Spearman correlations for CEBs between countries and examined the relationship between CEBs and DEBs across tasks and criteria. In addition, I computed a fidelity of implementation (F) coefficient based on CEBs and DEBs by task and criterion as well as on aggregate for each category. Qualitative analysis provided contextual information explaining the F coefficients obtained, the Spearman correlation results, and the CEB to DEB ratios computed. Results from this study point at specific aspects of countries' political, educational, linguistic, and cultural contexts that shape FOI during test translation and adaptation. Based on these findings, I share three recommendations for future test translation 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.]
ED551885
Fidelity of Implementing an Assessment Translation and Adaptation Framework in a Study of an Emerging International Assessment
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5391-2
505
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549171
2015
As Provided
JAN2020
No
Geographic Information Systems
Middle School Teachers
Computer Uses in Education
Social Studies
Adoption (Ideas)
Instructional Materials
Needs Assessment
Semi Structured Interviews
Tutorial Programs
Inservice Teacher Education
Web Based Instruction
Hong, Jung Eun
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Adult Education
One factor underlying the use of information and communications technologies (ICT) in schools is the interest and willingness of teachers to learn and adopt these technologies in their teaching. Previous studies of geographic information systems (GIS), as one type of ICT, indicate that the lack of teacher training is one of the key barriers to adoption. This project addresses this issue by employing a user-centered design (UCD) methodology to plan, design, and develop teacher-centered and teacher-friendly web-based GIS training materials for middle school social studies teachers. This three-step method involved a user needs analysis, tutorial development, and evaluation. The user needs analysis used semi-structured interviews to collect input from 23 teachers. They made suggestions about the tutorial topics, their scope and activities, as well as the types of help the teachers would like to have available. The tutorial development step also involved 23 participants. They made a variety of suggestions about content, formats, and terminology. The final versions of the training tutorials were published on the web and evaluated by 55 participants. Of the 55, 11 teachers reported that they implemented web-based GIS technologies in their classrooms with students. The teachers rated the tutorials positively but also made suggestions about factors that might help them adopt GIS more readily, such as context-sensitive help and tutorials designed specifically for teachers with varying levels of ICT ability. This suggests that although the current project, within the limitations of its methodology, was able to address some of the barriers to adoption of ICT in schools, other issues still prevent greater classroom implementation of GIS technologies. [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.]
ED551886
Web-Based GIS for Middle School Teachers: Using Online Mapping Applications to Promote Teacher Adoption
ProQuest LLC
Ph.D. Dissertation, University of Colorado at Boulder
2012-00-00
978-1-2678-5422-3
276
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549200
2015
As Provided
JAN2020
No
Syntax
Japanese
Semantics
Sentence Structure
Nouns
Verbs
Contrastive Linguistics
Asano, Yukiko
Dissertations/Theses - Doctoral Dissertations
English
This dissertation examines the cross-linguistic behavior of Thematic Resultative Expressions in English and Japanese from the viewpoint of syntax-semantics mappings of event aspects, and discusses the source of some of their well-recognized syntactic and syntactico-semantic properties. Thematic Resultative Expressions (e.g. "John smashed the cake flat") are known to be subject to the so-called Direct Object Restriction (Levin and Rappaport Hovav 1995), which is not observed among mono-clausal sentences involving other types of secondary predicates. Furthermore, Thematic Resultative Expressions characteristically describe an event with an endpoint, where the state denoted by the secondary predicate (e.g. "flat") is understood to be true of the entity referred to by the nominal element only as a consequence of an event denoted by an entire predicate. Interestingly, while Thematic Resultative Expressions in English and Japanese both show the above-mentioned properties, suggesting parallel syntactico-semantic mechanisms are involved in both, they also exhibit different degrees of verbal dependency in regard to aspectual properties; Thematic Resultative Expressions in Japanese are derived exclusively with verbs forming predicates with an intrinsic endpoint, whereas Thematic Resultative Expressions in English may be derived with verbs forming predicates that do not have this aspectual property. I provide a formal syntactic analysis of Thematic Resultative Expressions that incorporates syntax-semantics mappings of event aspects, and explain the different degrees of verbal dependency found in Thematic Resultative Expressions in English and Japanese. I also show how the proposed account of Thematic Resultative Expressions explains the core properties of Thematic Resultative Expressions. [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.]
ED551887
Thematic Resultative Expressions in English and Japanese: A View from the Syntax of Event Aspect
ProQuest LLC
Ph.D. Dissertation, State University of New York at Stony Brook
2012-00-00
978-1-2678-5845-0
268
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549433
2015
As Provided
JAN2020
No
College Students
Adult Students
Adult Learning
Writing Skills
Academic Discourse
Writing (Composition)
Writing Instruction
College English
Freshman Composition
Skill Development
Critical Thinking
Writing Ability
Correlation
Case Studies
Mixed Methods Research
English Language Learners
Gomez, Cynthia M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Adult Education
Adult students are now enrolling into colleges and universities in large numbers. Their life responsibilities and time away from school create challenges for academic success. A portion of these learners are also non-native English speakers who face compounded difficulties. One of the skill areas that these students need to cultivate is academic writing. In order for students to be successful in college coursework, they need to be able to express their ideas and knowledge development in written form. This study examined how well these students acquire those skills. Four research questions were posed: 1) to what degree do native-speaking adult learners acquire academic writing skills, 2) to what degree do non-native speaking adult learners acquire academic writing skills, 3) to what degree do adult learners acquire critical thinking skills in a first-year composition course, and 4) how does perceived student writing ability correlate to actual writing performance. A multi-case, mixed methods methodology was utilized to address the research questions. [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.]
ED551888
A Key to the Dream for Adult Learners: The Acquisition of Academic Writing Skills
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-2678-5849-8
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549437
2015
As Provided
JAN2020
No
College Faculty
Teacher Persistence
Teacher Administrator Relationship
Teacher Surveys
Questionnaires
Job Satisfaction
Teacher Salaries
Teacher Attitudes
Regression (Statistics)
Markowitz, Gary A.
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Higher Education
Postsecondary Education
The relationship between faculty members' perceptions of the quality of the faculty-administrator relationship, and faculty intent to stay at one's institution was examined at a Florida-based, multi-campus, non-profit, career-focused university. The pool of potential participants included the total population of 1,085 full-time and part-time campus-based undergraduate and graduate faculty. Survey instruments included: Leader-Member Exchange Version 7 (LMX-7) Questionnaire (faculty-administrator relationship); Price and Mueller's (1986) Measure of Turnover Intent (Intent to Stay); Mowday, Steers and Porter's (1979) Measure of Organizational Commitment as adopted by Daly and Dee (2006); and Heneman and Schwab's (1985) Pay Satisfaction Questionnaire as adopted by Neumann & Finaly-Neumann, (1990). Data were collected anonymously through an internet based questionnaire. Results indicated that years teaching at the institution, Pay Satisfaction, and Organizational Commitment were predictors of Intent to Stay. Although LMX-7 was a significant variable predicting Intent to Stay, it became non-significant when Organizational Commitment was included in a hierarchical regression. Potential implications for practical application, theory development, and future research are discussed. [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.]
ED551889
Faculty Intent to Stay and the Perceived Relationship with Supervisor at a Career-Focused University
ProQuest LLC
Ed.D. Dissertation, University of Miami
2012-00-00
978-1-2678-5726-2
125
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549387
2015
As Provided
JAN2020
No
Instructional Leadership
Superintendents
Academic Achievement
Suburban Schools
High Schools
Mixed Methods Research
Correlation
High School Students
High Achievement
Low Achievement
Parent Background
Educational Attainment
Prediction
Racial Differences
Ethnicity
Interviews
College Entrance Examinations
Decision Making
Kellner, Steven Reese
Dissertations/Theses - Doctoral Dissertations
Illinois
ACT Assessment
Illinois
ACT Assessment
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This research study explored the critical nature of the connection between student achievement and superintendent leadership. A great deal of scholarship has addressed either student achievement or leadership and previous evidence has suggested the impact of both parental education and racioethnicity on student achievement, but few studies have investigated the relationship between the superintendent's leadership authority and the achievement of his or her students. The central research questions of this study are: 1) To what degree does parental education predict high school student achievement in suburban Chicagoland? 2) To what degree does racioethnicity predict high school student achievement in suburban Chicagoland? 3) When comparing districts with lower-achieving high school to districts with higher-achieving high school students, and taking into account factors of parental education and racioethnicity, how do Suburban Chicagoland superintendents differ in their use of the following five sources of authority for leadership as defined by Sergiovanni: (1) Bureaucratic Authority, (2) Psychological Authority, (3) Technical-Rational Authority, (4) Professional Authority, (5) Moral Authority? This study utilized a sequential explanatory mixed methodology. Participants included six superintendents from the 71 districts in suburban Chicago that include high schools. Three of these superintendents led districts where student achievement is exceeding projections and three led districts where student achievement is not meeting projections. Participation in the study was voluntary and included the completion of a "Letter of Cooperation," a "Letter of Consent," and a 60-minute interview with the researcher consisting of open-ended questions. The subsequent data collected from the superintendents' interviews was triangulated with community-aligned student achievement data as well as Sergiovanni's five sources of authority. This study concluded that community-aligned student achievement data predicted 93.6% of the variance in student achievement as measured by the ACT composite score. Additionally while superintendents used all of Sergiovanni's sources of authority with different audiences, superintendents who used moral authority in decision-making that directly impacted the classroom had a positive and measureable impact on student achievement. [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.]
ED551890
Superintendent Leadership and Student Achievement in Suburban High Schools: A Sequential Explanatory Mixed Methods Analysis
ProQuest LLC
Ed.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-5852-8
223
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549440
2015
As Provided
JAN2020
No
Critical Thinking
Higher Education
Intervention
Mixed Methods Research
Action Research
Pretests Posttests
Teaching Methods
Skill Development
Personality
Transfer of Training
Phelan, Jack Gordon
Dissertations/Theses - Doctoral Dissertations
California Critical Thinking Skills Test (College)
California Critical Thinking Disposition Inventory
California Critical Thinking Disposition Inventory
California Critical Thinking Skills Test (College)
English
Higher Education
Postsecondary Education
This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered one of the primary goals of higher education, however limited evidence exists to verify its attainment. Further research is needed to help educators develop more effective pedagogies to examine and enhance critical thinking in higher education classrooms. The study utilized a mixed methods teacher action research design whereby the teacher-researcher triangulated data to explore and answer six research questions that guided the project. Quantitative methods utilized the California Critical Thinking Skills Test, California Critical Thinking Disposition Inventory and Critical Thinking Knowledge Test in a pretest/posttest design using within subject t-tests to determine the extent to which students' critical thinking knowledge, skills, and dispositions were enhanced by the instructional intervention. Qualitative methods utilized a Student Perception Questionnaire in pretest/postest fashion to examine changes in students' perceptions regarding their ability to apply and transfer critical thinking knowledge, skills, and dispositions to their coursework and to areas outside of the course. Result data revealed a favorable impact of the intervention on students' critical thinking knowledge, skills, dispositions, application, and transfer abilities. Implications from this study suggest that becoming a critical thinker is not an automatic process, but when critical thinking is made explicit and is implemented intentionally, it can result in positive gains in students' critical thinking knowledge, skill, dispositions, application, and transfer abilities. [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.]
ED551891
A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5857-3
209
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549444
2015
As Provided
JAN2020
No
College Faculty
Part Time Faculty
Technical Institutes
Course Descriptions
Faculty Development
Measures (Individuals)
Qualitative Research
Statistical Analysis
Questionnaires
Pretests Posttests
Intervention
Program Effectiveness
Proeber, Helen R.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the classroom. This research used four instruments to answer the two research questions: (a) does faculty development in the area of syllabus preparation change the quality of syllabus preparation for the part-time faculty at this technical college? (b) How does faculty development prepare the part-time faculty to teach at this technical college? Fifty-seven part-time teachers were invited to join the research and at the end of the data collection phase, the sample size consisted of (N = 6) participants that completed all phases of the research. The research methodology utilized qualitative and quantitative data using counts, percentages of respondents, and the t test for the before and after data derived from the pre-and post-questionnaires and the syllabus pre-and post-assessment. Statistical testing completed on the pre- and post-assessment data found a statistical difference between the two data sets using the t test. Analysis of the pre- and post-questionnaires positively indicated that the training the participants received added value to their syllabus preparation. The intervention findings showed that training does have a positive impact on part-time faculty preparation. This research provides an insight into an opportunity for improvements that could greatly improve the preparedness of its part-time and full-time teachers for the classroom. Finally, it provides an opportunity to build a more inclusive environment for the part-time teachers by providing them with the same training the full-time teachers receive. [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.]
ED551892
Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College
ProQuest LLC
D.Ed. Dissertation, Capella University
2012-00-00
978-1-2678-5858-0
70
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549445
2015
As Provided
JAN2020
No
African American Students
Sexuality
At Risk Persons
Racial Differences
Acquired Immunodeficiency Syndrome (AIDS)
Sexually Transmitted Diseases
Religious Factors
Religion
African American Culture
Cultural Influences
College Students
Data Analysis
Young Adults
Triplett, Tralonda C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The Centers for Disease Control and Prevention have confirmed persistent disproportionate burdens of HIV/AIDS among Black populations in the United States. While treatment advancements have greatly improved qualities of life for persons living with HIV/AIDS, prevention efforts remain focused to reduce incidence among vulnerable populations. Research distinguishing emerging adulthood in the US has characterized it entailing identity formations influencing sexual risk-taking. Religiosity and spirituality have remained pivotal in Black cultures influencing beliefs and normative behaviors around pre-marital sex. The Praying Hands study combines ethnic, demographic, contextual and socio-environmental factors to investigate influences of religiosity and spirituality on HIV risks among Black, college-attending emerging adult populations. By analyzing data from the Multi-Site University Study of Identity and Culture (MUSIC), Praying Hands furthers efforts to consider both individual- and group-level factors to enhance HIV/AIDS risk assessments. A recommendation for further study is enclosed. [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.]
ED551893
Praying Hands: Influences of Religiosity and Spirituality on Sexual Risk-Taking among Black, College-Attending Emerging Adults
ProQuest LLC
Ph.D. Dissertation, University of Miami
2012-00-00
978-1-2678-5747-7
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549405
2015
As Provided
JAN2020
No
Diabetes
Disease Control
Patients
Correlation
Adults
Information Technology
Health Services
Access to Information
Decision Making
Statistical Analysis
Physiology
Outcomes of Treatment
Biochemistry
Diagnostic Tests
Faught, I. Charie
Dissertations/Theses - Doctoral Dissertations
English
While the Institute of Medicine (2001) has promoted health information technology to improve the process of care such as compliance with clinical practice guidelines and quicker access to clinical information, diagnostic tests, and treatment results, very little was known about how a clinical decision support system can contribute to diabetes management in a rural setting. The primary aim of this study was to determine if the use of a clinical decision support system would positively impact the quality outcomes for diabetes management. The more narrowly focused researchable problem was that it is unknown if the use of a clinical decision support system in a rural primary care setting would be effective in improving process and outcomes measures for type 2 diabetic patients. The study focused on the relationship of the use of clinical decision support systems on process and outcomes measures for adult type 2 diabetes patients. The study was a quantitative correlation study. The independent variable measured was the use of a clinical decision support system. The dependent variables were process and outcomes measures for type 2 diabetes: hemoglobin A1c (HbA1c) test within six months; low-density lipoprotein (LDL) cholesterol evaluation within 12months; urine microalbumin test within12 months. Targeted ranges for these levels included an HbA1c level of less than 7%; LDL levels less than 100mg/dL; and urine microalbumin levels less than 30 mg per 24 hours (Chaudrey, et al., 2009). The theoretical framework was Utility Theory, with the underlying concept that a clinical decision support system was a tool that provides information that leads to higher quality care and therefore the highest utility. The study tested the applicability of Utility Theory by determining if a clinical decision support system provided health benefits for adult patients with type 2 diabetes. [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.]
ED551894
The Utilization of a Clinical Decision Support System to Manage Adult Type 2 Diabetes: A Correlational Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5871-9
164
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549457
2015
As Provided
JAN2020
No
Fine Arts
Art Education
Elementary Secondary Education
Public Education
Administrator Attitudes
Participation
Surveys
Interviews
Correlation
Educational Finance
Beliefs
Martin, Debbra Louise
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Elementary Secondary Education
llinois K-12 public education administrators' attitudes about, participation in and support of the fine arts were investigated to determine what impact those experiences might have on the inclusion of fine arts in the schools they lead. A secondary consideration was if attitudes toward the fine arts played a role in the inclusion of the fine arts in the curriculum. The study also focused on any geographical and financial information, which might also have had an impact on administrator decisions regarding the fine arts in K-12 public education. Data for the study were gathered by using a researcher developed survey instrument of factors contributing to administrators' attitudes toward the fine arts. Using a survey and conducting follow up interviews with administrators were the means of collecting data for the study. The sample population for this study was 160 public school administrators from Illinois. Descriptive statistics and comparison of means were applied to examine the factors associated with the fine arts participation and fine arts attitudes of the administrators. Correlational analysis between the administrator attitudes and numbers of fine arts activities the respondents attended within and beyond a 60 mile radius were significant. Other areas of significance in the data were related to the funding inequities in public education in the state of Illinois as well as background the administrators had as a student, participant or supporter of the fine arts. The results of this study discuss the overall belief systems of the administrators, where they may have obtained those beliefs and how those beliefs impacted their attitude when considering the presence of the fine arts in K-12 public education in Illinois. [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.]
ED551895
A Place for Fine Arts: A Study of Illinois Administrators' Attitudes, Participation in and Support of the Fine Arts in K-12 Education
ProQuest LLC
Ed.D. Dissertation, Western Illinois University
2012-00-00
978-1-2678-5804-7
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549419
2015
As Provided
JAN2020
No
Cultural Awareness
Child Welfare
Cross Cultural Training
Rural Areas
Allied Health Personnel
Constructivism (Learning)
Social Work
Predictor Variables
Employment Experience
Sex
Race
Educational Attainment
Demography
Correlation
Lott, Tamikia S.
Dissertations/Theses - Doctoral Dissertations
English
Cultural competence among child welfare professionals is imperative given the rapidly changing American demographics. Current inadequacy in the delivery of culturally responsive social services is due to inadequate cultural competence training for child welfare professionals. This research study investigated the extent to which cultural competence training based on constructivism influenced rural child welfare professionals perceived level of cultural competence. In three regions of a de-identified state, rural child welfare professionals (N = 44) completed a post survey which included the adapted California Brief Multicultural Scale (CBMCS) (Gamst et al., 2004). Using a correlational-descriptive design by surveying participants, the researcher discovered rural child welfare professionals in the de-identified state do perceive themselves as being culturally competent. The variable, training quantity was a significant predictor of perceived cultural competence; there was not a significant relationship found with demographic factors, which were age or employment years. It was discovered no analysis could be conducted for the variables mode of training and perceived cultural competence level as measured by the CBMCS since the response rate was too low for most of the identified groups. It was also discovered no calculations could be performed for gender, race, or educational level since the responses were much skewed. [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.]
ED551896
Cultural Competence: The Impact of Training on Rural Child Welfare Professionals
ProQuest LLC
Ph.D. Dissertation, Capella University.
2012-00-00
978-1-2678-5878-8
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549464
2015
As Provided
JAN2020
No
Mentors
Music Education
Workshops
Interpersonal Competence
Creativity
Cognitive Ability
Nonprofit Organizations
Instructional Innovation
Human Services
Counseling Techniques
Psychological Patterns
Self Esteem
Young-Griffin, Jacqueline L.
Dissertations/Theses - Doctoral Dissertations
United States (East)
English
Music mentoring is a phenomenon that has been found to be increasingly significant with regards to counseling. It behooves counselors, educators, behavioral health coordinators, and researchers to examine this methodology more closely because of its propensity to perpetuate a child's connectivity to school and learning. This research project highlights a 40 year old non-profit organization that provides music instruction. The ideological premise is that innovative techniques and proficiency are needed in order to afford children the opportunity to learn creative, social and cognitive skills, thus augmenting their brain's capacity. Music is an activity to which youth gravitate. It is important for human service providers to be aware of expedient means in order to help young people to maximize their innermost potential, providing them with hope, courage, and confidence! [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.]
ED551897
The Effectiveness of Music Mentoring at the True Music Workshop, Incorporated in an Eastern City
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-5885-6
107
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549471
2015
As Provided
JAN2020
No
Learning Experience
Handheld Devices
Influence of Technology
Opinions
Active Learning
Inquiry
Student Behavior
Gender Differences
Cohort Analysis
Technology Uses in Education
Access to Computers
Social Networks
Interviews
Technology Integration
Information Sources
Usability
College Students
Nelson, Laura L.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Higher Education
Postsecondary Education
This study reports the opinions of Illinois Math and Science Academy (IMSA) students to facilitate positive change in our educational system as we prepare our students for a competitive global economy. IMSA is a recognized leader in math and science education through exemplary inquiry-based methodologies. Students need new skills for citizenship, college, and the world of work. However, schools and teaching methodologies have remained largely unchanged from the Industrial Revolution. Students are predisposed to use information technology; as a result, students are a valuable source of information. The IMSA students are a valuable resource because of their interest, talent, and passion for math, science, and technology. This study reports information regarding the IMSA students' behaviors, preferences, and overall satisfaction with technology. The purpose of this study was to examine how mobile technologies affect the IMSA students' learning experiences both in the classroom and out. Mobile technologies are defined as handheld devices (smart phones, cell phones, PDAs, MP3 players, pocket PCs, tablet PCs, and other handheld devices) that can create, transfer, or display information via the Internet or other means. Equity issues in the technology practices and preferences between males and females and among the various grade levels will also be examined. The research design was inspired by a series of studies done by the EDUCAUSE Center for Applied Research (Borreson-Caruso, Salaway, & Smith, 2010). EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology; their overarching goal is to provide administrators with information on college student behaviors, preferences, and overall satisfaction with technology. Key findings indicated that students were excited by the use of new technologies but relied on tablet or laptop computers. Students recognized the academic value of technology as it helped them to access a wide range of resources, take control of their learning, and made them feel more connected at IMSA. Furthermore, students valued communication for both personal and academic reasons. Facebook was quite popular and advantageous when locating students and accessing resources for schoolwork; however, it was noted that Facebook presented distractions when students were not disciplined in its use. Unique perceptions of students from interviews added further insight to major themes that surfaced. As a result, this study illuminated some implications for administrators when planning for seamless integration of technology in the classroom. [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.]
ED551898
The Student Voice: A Study of Learning Experiences Enriched by Mobile Technologies
ProQuest LLC
Ed.D. Dissertation, Western Illinois University
2012-00-00
978-1-2678-5805-4
213
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549420
2015
As Provided
JAN2020
No
Elementary School Students
Reading Achievement
Academic Achievement
Early Intervention
At Risk Students
Scores
Criterion Referenced Tests
Statistical Analysis
Statistical Significance
Program Effectiveness
Elementary School Teachers
Reading Teachers
Teacher Surveys
Reading Strategies
Reading Instruction
Reading Programs
Joiner, Sherrie Michelle
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia Criterion Referenced Tests
Georgia
Georgia Criterion Referenced Tests
English
Elementary Education
Grade 1
Grade 3
Grade 5
Reading is a skill, which is essential for a child's school success. The purpose of this quantitative, causal-comparative study was to investigate the effects of the Reading Recovery (RR) Program. The data utilized were from two groups of students at-risk in the area of reading, first-grade students involved in at least 12 weeks of Reading Recovery, and students who received services through Georgia's Early Intervention Program (Non-Reading Recovery EIP). Scores on the Reading portion of the Georgia Criterion-Referenced Competency Test for these two groups of students from their first-grade school year (2006-2007), their third-grade school year (2008-2009), and their fifth-grade school year (2010-2011) were compared. An independent t test was used to analyze the data between the two groups' Reading CRCT scores and resulted in a two-tailed p value of less than 0.0001 in support of the Non-Reading Recovery EIP group. An ANCOVA adjusted for any initial differences using the CogAT Verbal Standard Age Scores as a covariate. There was a statistically significant difference between the scores of the two groups of first-grade students in support of the Non-Reading Recovery EIP students. When the Reading Recovery students were compared to themselves, the data confirmed the students were meeting or exceeding grade level expectations at an exceptional rate. The data revealed the Reading Recovery Program is an effective intervention for eligible first-grade students in Gwinnett County. Teachers from two schools (one with RR and EIP and one with EIP only) were surveyed regarding reading strategies. [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.]
ED551899
Reading Recovery and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2012-00-00
978-1-2678-5886-3
177
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549472
2015
As Provided
JAN2020
No
Communities of Practice
Teaching Experience
Participatory Research
Teacher Attitudes
Teacher Effectiveness
Self Efficacy
Reflective Teaching
Qualitative Research
College Faculty
Malik, Savita Kumari
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
This study focuses on teaching experience and practice in post-secondary education--an important and understudied topic. I conducted an in-depth qualitative study of instructor experience in the Metro Academies' Faculty Learning Communities (FLCs), which currently operate at City College of San Francisco (CCSF) and San Francisco State University (SF State) in the Departments of Health Education and Child and Adolescent Development. As a Metro instructor and the facilitator of these FLCs, I worked with my colleagues and students, to apply Community-Based Participatory Research (CBPR) principles in the design and implementation of this research. Drawing from narratives of participating faculty gathered from in-depth interviews, I illustrate some of the most significant struggles that faculty face, including their persistent and pervasive fears of inadequacy and failure as teachers. This study also demonstrates the potentially promising role of FLCs in helping faculty embrace the inherent challenges of engaged and critical teaching, addressing their struggles as individual teachers, as well as their collective struggle as members of an FLC. The goal is to move from an isolated experience as a classroom instructor to a community-focused endeavor where critical pedagogy and reflection dominate discourse around teaching in post-secondary education. [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.]
ED551900
Engaging in the Beautiful Struggle: Influence of Faculty Learning Communities on Teaching
ProQuest LLC
Ed.D. Dissertation, San Francisco State University
2012-00-00
978-1-2678-5891-7
154
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549477
2015
As Provided
JAN2020
No
Fund Raising
Universities
Educational Practices
Success
Organizational Effectiveness
Organizational Climate
Institutional Characteristics
Public Colleges
Data Analysis
Correlation
Graduation Rate
Alumni
Student Costs
Interviews
Institutional Advancement
Grantsmanship
Leadership Effectiveness
Strategic Planning
Finance Reform
Change Strategies
Educational Finance
Financial Support
College Administration
Schanz, Jeffrey M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This research deals with factors that explain fundraising success and what types of institutional arrangements or practices exist at four year US public universities which make them successful or unsuccessful. Investment in higher education from state government continues to decline; alumni giving participation rates are falling, and many endowments continue to lag from the Great Recession. Nowhere has this been felt more than at many U.S. public universities who consistently watch their percentage of state aid dwindle. An analysis of twenty-two public universities was conducted examining key institutional data points with key fundraising data points from 2006-2009. Correlation tests discovered: 1) those universities with graduation rates of 70% or higher tended to have less of a decrease in the alumni giving participation rate than their peers; and 2) there was a lack of relationship between total cost of attendance and change in total annual giving or change in alumni participation rate. Interviews with leaders of university advancement organizations at four US public universities were conducted. Two universities were deemed successful fundraisers and two were less successful based on the percentage change of total annual giving and the percentage change in alumni participation rate. Several factors existed at the successful fundraising universities such as: 1) a mature fundraising organization; 2) consistent leadership and vision; 3) strong alumni engagement; and 4) consistent marketing relative to state funding. Embedded in these four factors are several sub-factors for further research. A set of recommendations have been offered to public universities to assist in improving their fundraising enterprise. It is recommended that these universities concentrate on 1) leadership and vision; 2) the role internal structures play relative to fundraising operations; 3) and engaging in honest dialogue about the future of state support. [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.]
ED551901
Differences in University Fundraising: The Role of University Practices and Organization
ProQuest LLC
Ph.D. Dissertation, State University of New York at Albany
2012-00-00
978-1-2678-5817-7
102
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549421
2015
As Provided
JAN2020
No
Formative Evaluation
Psychometrics
Communities of Practice
Role Perception
Instructional Innovation
Instructional Effectiveness
Faculty Development
Educational Improvement
Case Studies
Qualitative Research
Elementary School Teachers
Models
Group Dynamics
Teacher Surveys
Interviews
Observation
Meetings
Evaluation Utilization
Teamwork
Teacher Collaboration
Academic Achievement
Betts, Diane Gmitro
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The goal of professional learning communities (PLC) is for teachers to come together to discuss and examine student learning and ultimately to make instructional changes that can lead to improved student learning. The formative use of assessments that are commonly agreed upon by this community of teachers is believed to enhance their improvement efforts. This study used a multi-case study qualitative approach to examine how elementary teachers working within a PLC apply the tenets and utilize the structure of DuFour, DuFour, Eaker and Many's (2006) PLC model to develop and use common formative assessments as a means for improving learning. Information gained from teacher surveys, interviews and observations of PLC meetings revealed that a collaborative culture, a shared vision that focuses on ensuring the learning of all students and a results orientation were the most prevalent tenets that influenced the teams' work and their ability to use assessments to improve students' learning. The teams varied in the extent they directly addressed the questions in DuFour et al.'s model but both teams paid considerable attention to a discussion of student learning and which students required extra support. The development and use of common formative assessments was a part of each team's PLC efforts but teachers also used other information about student learning to determine instructional changes. Results from this study support the theoretical proposition that the greater the internalization and application of PLC tenets and utilization of guiding questions, the higher the frequency and effectiveness of a team's ability to develop and use common assessment results formatively. This study's findings reinforce current literature and research regarding the importance PLCs and the formative use of assessment data can have on teachers' efforts to improve their instruction and ultimately their students' learning. [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.]
ED551902
The Role of Professional Learning Communities in Developing and Using Common Formative Assessments
ProQuest LLC
Ed.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-5830-6
278
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549426
2015
As Provided
JAN2020
No
Bullying
School Districts
History
Television
Films
Popular Culture
Educational Policy
Instructional Leadership
Educational Legislation
Programming (Broadcast)
Primary Sources
Periodicals
Web Sites
Books
News Reporting
Educational Research
Provis, Steven Arthur
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
This study investigates the bully and the bullied from 1950 to 2010. It begins by presenting a historical background of each decade with the major historical events that defined our culture. Each decade can be characterized by a particular zeitgeist, or spirit of the times. During each decade, popular movies and television programs that provided bullying as entertainment will be examined. This study will explore how popular culture was concurrent with bullying. This study through Barbara Coloroso's (2008) explicit characteristics of the bully and the bullied will describe the characteristics of the bully and the bullied from each decade from 1950 to 2010. The dissertation answers six questions for three time periods; the characteristics of the bully, the characteristics of the bullied, as defined by Barbara Coloroso's (2008) characteristics--how popular culture portrayed the bully and the bullied, how bullying was being manifested in schools, policies and procedures in Illinois K-12 school districts that emerged to address bullying, and the implications for educational leadership. Key researchers' findings, movies, television programs, and legislation, in bullying were utilized in this study as primary sources. The early works of Dan Olweus (1993), Ken Rigby (1996), and the writings of Barbara Coloroso (2008) served as valuable resources. Secondary documents used in this study included journal and magazine articles, newspaper articles, movie reviews, books, and websites. [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.]
ED551903
Bullying (1950-2010): The Bully and the Bullied
ProQuest LLC
Ed.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-5840-5
192
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549430
2015
As Provided
JAN2020
No
Community Colleges
Governance
Organizational Communication
Context Effect
Case Studies
Interviews
Communication Strategies
School Effectiveness
School Surveys
Torchia-Thompson, Lucia
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This case study explored the nature of the communication process within the governance system in a community college and illustrated the ways that this process, , supported the fulfillment of the mission of the institution. Guided by systems theory, this study examined how governance system relationships contributed to institutional communication to provide insight into how the communicative process supports institutional decision-making. Current literature lacks an examination of communication systems in community colleges. Without such an examination, community colleges will not be aware of systematic deficiencies in the communication system and ways to improve them, affecting the function of the institution. A community college was selected based upon the similarities of the institution in demographics and governance to other community colleges. Multiple data sources, including in-depth interviews of 3 groups of people in governance, and governance document review, were used to triangulate the data and enrich the findings. Axial coding was used to analyze the data. This study found that when communication is not disseminated or received without a feedback loop, the result can be an ineffective governance process which in turn results in lack of fulfillment of the mission of the organization. Often the feedback loop was missing because the sender assumed receipt of the message or the receiver saw no need to confirm receipt. Improving the communication process in a community college's governance system supports the mission of the college, which in turn supports the students, faculty, and staff at the institution. Positive social change results from enhanced communication, allowing the institution to guide students in achievement of their academic goals, enriching the local community where the institution is based. [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.]
ED551904
Communication within the Context of Community College Governance
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-2678-5844-3
149
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549432
2015
As Provided
JAN2020
No
Drug Abuse
Crime
Social Networks
Foreign Countries
Violence
Authors
Data Analysis
Statistical Analysis
Classification
Computer Mediated Communication
Discriminant Analysis
Criminals
Legal Problems
Information Technology
Rico Sulayes, Antonio
Dissertations/Theses - Doctoral Dissertations
Mexico
Mexico
English
As the violence in the Mexican drug war escalates, a proliferation of social media sites about drug trafficking in Mexico was followed by the murder of some of their users, and the eventual disappearance of many of those sites. Despite these events, there still exist a number of drug-dealing related social media outlets in this country with a large number of contributions. In this dissertation, I show that quantitative authorship attribution techniques, including state of the art machine learning algorithms, can be successfully applied to match posts of unknown authorship with their authors. Employing data from randomly selected prolific users of a drug-dealing related online forum, in this research project I test a number of quantitative classification techniques in over a thousand authorship attribution tasks. These tasks attempt to recognize the author of texts, which are chosen to represent anonymous texts, within a closed set of known authors. In the best results rendered in all these experiments, which include corpora with up to 40 potential authors, the accuracy obtained is higher than for previous research using data from drug dealing related online forums and employing discriminant analysis (DA), the first method ever applied to this kind of data (Rico-Sulayes, 2011). These results are obtained with the statistically relevant contribution of a number of novel discriminating features. Examining the features used in the experiments with the best results, these features (tagged with a fully automated system) represent paralinguistic and grammatically shallow information, and yet they seem to capture stylistic decisions or habits that permit a quantitative approach to obtain a success rate greater than previous research with DA in authorship attribution. By both offering an analysis of the kind of information that renders the best results in the experiments conducted and improving the success rate of previous research, this dissertation should help further the application and acceptance of authorship attribution research in real-life contexts, such as criminal investigation and legal prosecution. [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.]
ED551905
Quantitative Authorship Attribution of Users of Mexican Drug Dealing Related Online Forums
ProQuest LLC
Ph.D. Dissertation, Georgetown University
2012-00-00
978-1-2678-4051-6
295
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548535
2015
As Provided
JAN2020
No
Undergraduate Students
Preservice Teachers
Learning Strategies
Educational Psychology
Asynchronous Communication
Educational Technology
Teaching Methods
Online Courses
Comparative Analysis
Student Characteristics
Statistical Analysis
Profiles
Grades (Scholastic)
Technology Uses in Education
College Faculty
Student Attitudes
Self Control
Correlation
Multiple Regression Analysis
Slaybaugh, Chad E.
Dissertations/Theses - Doctoral Dissertations
Arizona
Learning and Study Strategies Inventory
Arizona
Learning and Study Strategies Inventory
English
Higher Education
Postsecondary Education
In college settings today, learners have increasing availability of choice between participating in Traditional group attendance courses, and participating individually in those same courses asynchronously Online. This study investigated the relationship between learner's characteristics and their performance in an educational psychology course. This study also examined if there were differences in learner characteristics between students who attended Traditional courses and those who participated in the same course asynchronously Online. Finally, this study examined the internal relationship patterns among the 10 scales of the Learning and Study Strategies Inventory, Second Edition (LASSI-2), the three components of the Skill, Will, and Self-Regulation (SWSR) interpretation model, and the three constructs of the Affective, Goal, and Comprehension Monitoring Strategies (AGC) interpretation model. Learner characteristics were inventoried using the LASSI-2, which provides a ten scale profile. The SWSR model clustered the scales into components and the AGC model into constructs. Student performance was determined by final course grade. The sample included 344 undergraduate teacher education students pursuing bachelor's degrees at Northern Arizona University. Multiple logistic regression analysis found that only the Will component of the SWSR model predicted learner success and further analysis identified the Motivation scale of the LASSI-2 as the only significant contributor for Will. AGC constructs were absent any predictive relationship with learner performance. Multivariate analysis of variance showed that students who chose to participate in an Online course scored significantly higher on the Self-Regulation component and Affective Strategies construct than did peers who chose to attend a Traditional format course. Finally, bivariate correlation analysis confirmed that both the SWSR and AGC interpretation models are internally cohesive among components and constructs. These findings can be useful to college students selecting between Traditional and Online course formats, and by college faculty advising these students in that learner characteristics clustered in the Affective Strategies construct and the Self-Regulation component were shown to positively correlate with online instruction. Additionally, these findings can be useful for instructors working to improve the performance of their students by reinforcing the vital role of motivation in both Online and Traditional settings. [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.]
ED551906
Using the Learning and Study Strategies Inventory to Predict Learner Performance in Online and Traditional Educational Psychology Courses
ProQuest LLC
Ph.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4060-8
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548540
2015
As Provided
JAN2020
No
Counselors
Internship Programs
Counselor Training
Graduate Study
Self Efficacy
Counselor Attitudes
Private Colleges
Public Colleges
Proprietary Schools
Statistical Analysis
Correlation
Comparative Analysis
Online Surveys
Multivariate Analysis
Webster, Matthew A.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
In the state of Texas, Licensed Professional Counselors (LPCs) work to provide mental- health services designed to meet the needs of those who are dealing with a variety of affective, cognitive, and behavioral issues. Multiple educational pathways are available for obtaining the LPC license, with primary distinctions being among the graduate programs of study and institution type. Specific graduate programs of study range on a continuum from counseling to clinical psychology while the type of institutions can be broadly separated into the following categories: public, private nonprofit, or private for-profit. The graduate program of study and institution type could influence the development and effectiveness of future counselors. The purpose of this non-experimental, quantitative, correlational study was to examine the perceptions Licensed Professional Counselor-Interns (LPC-Interns) have concerning counseling self-efficacy and compare participants' self-efficacy scores across multiple educational pathways and institution types. A postcard containing introductory information was mailed to 2,862 LPC-Interns, directing them to LPCSurvey.com to take an online survey. The postcard also requested recipients refer other LPC-Interns, and an online referral tool was provided for this purpose. The online survey began by collecting demographic information, graduate school information, and internship details. The survey concluded with the Counselor Activity Self-Efficacy Scales (CASES) instrument used to measure three levels of self-efficacy. Descriptive and MANOVA statistics were used to determine the differences, if any, among the three forms of self-efficacy according to programs of study and institution types. Results indicated a statistically significant difference in overall counseling self-efficacy between the means of graduate program of study and comparing clinical and counseling programs. Further examination of graduate program of study found no statistically significant difference between the mean scores across specific domains of counseling self-efficacy. When comparing counseling self-efficacy across institution types, no statically significant differences were found. [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.]
ED551907
Licensed Professional Counselor Interns' Level of Self-Efficacy Relating to Graduate Program of Study and Institution Type
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4070-7
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548545
2015
As Provided
JAN2020
No
Achievement Gap
Mathematics Achievement
African American Students
White Students
Racial Differences
Teacher Influence
Teacher Characteristics
Teaching Experience
Labor Turnover
Racial Composition
African American Teachers
Grade 5
Standardized Tests
Principals
Administrator Attitudes
Databases
Counties
Elementary Schools
Public Schools
Multiple Regression Analysis
Teacher Persistence
Interviews
Mixed Methods Research
Statistical Significance
West, Dorthery Barron
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus to determine if these characteristics significantly influenced the percentage of African American students who passed the fifth grade Texas Assessment of Knowledge and Skills (TAKS) math test. There was also an analysis of principal perceptions of the influence of teacher characteristics on African American student math achievement. This mixed methods study utilized both quantitative and qualitative approaches. Data from the Texas Education Agency (TEA) data-base for 50 randomly selected Dallas County Title 1 public elementary campuses were collected for this study. The researcher utilized this data to conduct a multiple regression to look for statistical significant relationships among the data. Additionally, descriptive data for 2008-2010 were examined to observe differences that existed pertaining to years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus. A qualitative approach using purposeful sampling techniques was employed to select principals for the interviews. Each interview was face-to-face, recorded, and lasted for at least 50 minutes. Recordings from each interview were transcribed and organized using a system of codes. The researcher wrote a description or essence of the phenomenon. This qualitative approach allowed the researcher to gain an understanding of the principal's perception as it relates to the influence of years of teaching experience, campus teacher turnover, and the percentage of African American teachers on a campus on African American student math achievement. This mixed methods study found no statistical significance among the quantitative data. The campus percentage of African American teachers, years of teaching experience, and campus teacher turnover did not predict how African American students would perform on the fifth grade TAKS math test. However, the qualitative data or information from the principal interviews indicated that teacher turnover was a factor in terms of how African American students performed on the fifth grade TAKS math test. Additionally, statements from the principals suggested that teachers who build positive relationships with students, set high expectations, and utilize good teaching practices that are aligned with the campus culture will have success with African American students. [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.]
ED551908
Influence of Teacher Characteristics on African American Student Math Achievement in Texas
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce.
2012-00-00
978-1-2678-4072-1
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548546
2015
As Provided
JAN2020
No
Nurses
Licensing Examinations (Professions)
Computer Assisted Testing
Predictor Variables
Curriculum Design
Nursing Education
Predictive Measurement
Test Results
Scores
Program Effectiveness
Standardized Tests
Statistical Analysis
Sims, Betty
Dissertations/Theses - Doctoral Dissertations
English
Standardized testing and assessment packages have been implemented by nursing program directors to predict and improve pass rates on the National Council Licensure Examination (NCLEX). The methods of implementation vary from program to program, and as a result, the outcomes in the programs vary. The purpose of this quantitative study was to provide information about the predictive nature of the Assessment Technology Institute (ATI) RN Comprehensive Predictor Examination to forecast NCLEX results. The research questions were designed to evaluate the effect of curriculum design on the NCLEX-RN pass rates, the predictability of the ATI-RN Comprehensive Predictor Examination of performance on the NCLEX-RN pass rates, and the effect of curriculum design on the ATI-RN Comprehensive Predictor Examination results. Data were gathered from 83 students from the 2009-2010 graduating class of 2 nursing programs. The students' scores on the ATI-RN Comprehensive Predictor Examination and NCLEX-RN pass rates were collected and analyzed using an independent measures t test. A chi-square analysis was used to determine the relationship between the type of program and the NCLEX-RN outcome. The results of the study show that the scores on the ATI-RN Comprehensive Examination are predictive of NCLEX-RN success. However, curriculum design is not a significant factor in determining NCLEX-RN success. This evidence can be used as an indicator of program quality. This study contributes to social change in the nursing community by providing data to help determine the efficacy of utilizing the ATI-RN Comprehensive Predictor Examination as a program outcome, increase the NCLEX-RN pass rate, and assist in mitigating the acute nursing shortage. [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.]
ED551909
Assessment Technology Institute RN Comprehensive Examination and NCLEX-RN Predictability
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-5896-2
62
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2015
As Provided
JAN2020
No
Concept Mapping
Community Programs
Program Evaluation
Program Effectiveness
Stakeholders
Victims
Barriers
Violence
Trauma
Labor Force Development
Chiu, Korinne
Dissertations/Theses - Doctoral Dissertations
English
Community-based initiatives address community issues by providing a multi-agency approach to prevention and intervention services (Connell et al.,1995). When incorporating multiple agencies, it can be challenging to obtain multiple perspectives and gaining consensus on the priorities and direction for these initiatives. This study employed a participatory approach called concept mapping to build consensus amongst stakeholder groups in a victims' assistance program. This multiple-method technique provided visual representations of the findings assessing community initiative providers' perceptions of barriers to accessing victim's assistance services for children and families who experience or witness violence or trauma. Visualizations organized findings into interpretable groups of statements to label and provide actionable next steps for community initiative providers. Several results of interest emerged from this study. First, there are varying community and system facets that providers perceive to be barriers to children's and families' access to care; some are within the trauma provider system of care whereas other barriers are perpetuated within the community. In addition, stakeholders rated barriers based on their prevalence and capacity to change within the community. Average ratings varied by cluster, with distrust of the trauma-informed system of care as the most prevalent barrier and workforce development as the barrier noted as the easiest to change. Stakeholder group ratings for prevalence of all clusters were higher for program staff than from law enforcement officers and mental health providers whereas ratings for capacity to change were in greater agreement between stakeholder groups overall. Moreover, program staff noted that the concept mapping process and visualizations provided them with a means to discuss actionable steps with community-based initiative providers of the victim's assistance program as a whole. [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.]
ED551910
Concept Mapping for Planning and Evaluation of a Community-Based Initiative
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5915-0
192
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2015
As Provided
JAN2020
No
Prior Learning
Science Education
High School Students
Student Evaluation
Vocabulary Skills
Reading Comprehension
Epistemology
Self Efficacy
Student Interests
Misconceptions
Pretests Posttests
Knowledge Level
Clark, Mary Kristen
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Science presents many challenging topics, and incorrect prior knowledge of them often interferes with learning. Research has demonstrated that refutation texts promote conceptual change learning by helping readers abandon scientific misconceptions. Little is known about the factors that influence knowledge enrichment, the learning that ensues when students have incomplete knowledge of a topic. The purpose of this study was to compare the impact of these two types of prior knowledge on science text comprehension. Participants were 28 high school students (14 to 15 years) who completed assessments of vocabulary, reading comprehension, epistemological beliefs, self-efficacy, interest, and prior knowledge of 4 science topics (2 misconception, 2 incomplete prior knowledge) on Day 1. On Day 2, participants read 4 science texts (2 refutation, 2 expository) and completed tests of comprehension. Results demonstrated that epistemological beliefs moderated the increase between pre- and posttest scores regardless of the type of prior knowledge. Knowledge enrichment was more than 2 times as likely as conceptual change, which required a minimum level of epistemological understandings. Although refutation texts rarely led to conceptual change, they contributed to knowledge enrichment more often than traditional expository texts did. Future studies should investigate the impact of non-textual factors on conceptual change and knowledge enrichment in science. [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.]
ED551911
The Impact of Different Types of Prior Knowledge on Science Text Comprehension
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5917-4
96
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2015
As Provided
JAN2020
No
State Standards
Accountability
Readiness
Teacher Student Relationship
Statistical Analysis
Teacher Expectations of Students
Academic Achievement
Comparative Analysis
Traditional Schools
Elementary Schools
School Districts
Online Surveys
Elementary School Teachers
Teacher Characteristics
Correlation
Woods, Bonita K.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Education
National mandates such as the No Child Left Behind Act of 2001 and the state of Texas standardized system of accountability pressures educators to provide optimum educational experiences for our students. The momentous challenge is not just to educate students who can compete in the 21st century global society but to prepare them for the most recent assessment, the State of Texas Assessment of Academic Readiness (STAAR). This task is daunting for even the most experienced teacher. Researchers have shown that interactions between students and teachers suggest that certain aspects of pedagogy may influence student performance in the classroom. Teachers' expectations have been consistently cited as one of the moat crucial variables for successful academic achievement. In reference to student performance, magnet schools have become increasingly popular. Magnet schools are specialized schools designed to meet the needs of students with extraordinary focus and are typically an option for diverse population (Rossell, 2005). The purpose of this quantitative study was to examine how teacher expectations affect student achievement while comparing magnet and non-magnet traditional elementary schools. Eighteen randomly selected elementary schools and six magnet schools were studied. A total sample of 24 schools represented approximately 50% of the elementary schools in the large north Texas school district. Through the use of an online survey, elementary teachers provided valuable insight on the expectations they have for their students. This instrument also addressed their basic perceptions of appropriate strategies to use with a diverse population of students. The Statistical Package for the Social Science (SPSS®) version 20 was used to calculate t-tests, one-way, and two-way analysis of variance (ANOVA). The tests evaluated the relationships of teachers' educational levels, grade level teaching assignments, high and low expectations, and academic achievement while comparing magnet and non-magnet elementary traditional elementary schools. The results revealed statistically significant relationships for magnet versus non-magnet schools and grade level teaching assignments. Educational levels, high and low expectations and academic achievement were statistically insignificant. The information gained from this study could impact teacher interactions and strategies. [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.]
ED551912
Teacher Expectations and Academic Achievement: A Comparison of Magnet and Non-Magnet Traditional Elementary Schools
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-4073-8
177
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2015
As Provided
JAN2020
No
Kindergarten
School Readiness
Child Care Centers
Preschool Children
Rural Areas
Program Effectiveness
Mathematics Skills
Numeracy
Statistical Analysis
Student Records
Scores
Pretests Posttests
Disadvantaged Youth
Student Characteristics
At Risk Students
Mathematics Instruction
DeLoach, Debbie
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Kindergarten
Primary Education
Early Childhood Education
Many children who have attended Georgia's prekindergarten programs are unprepared to enter kindergarten and learn a standards-based mathematics curriculum. In addition, a majority of prekindergarten programs in Georgia struggle to provide high quality mathematics instructional support for children. One such program is a childcare center located in rural, southeast Georgia. The purpose of this study was to examine the effectiveness of Big Math for Little Kids (BMLK) on preschool children's mathematical abilities. Vygotsky's sociocultural theory guided this study. The research questions investigated the effects of BMLK on the early numeracy skills of children. A quantitative, ex post facto design was employed. Archival data from 87 prekindergarten students' pretest and posttest scores on the Test of Mathematics Ability-3 (TEMA-3) were analyzed using an analysis of covariance. Findings indicated that there was a significant difference in the posttest scores of children who received BMLK as compared to children who did not receive BMLK. Findings also indicated that there was a significant difference in the posttest scores of economically disadvantaged children as compared to children who were not identified as economically disadvantaged. Results suggest that implementing a prekindergarten mathematics intervention positively affects children's mathematical abilities. The results from this study can be used by childcare providers and teachers to inform instructional practices. This study contributes to social change by identifying a mathematics intervention that can improve the mathematical abilities of children, thus helping children become mathematically prepared for formal schooling and later academic success. [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.]
ED551913
Effects of a Prekindergarten Mathematics Intervention on Mathematical Abilities of Preschoolers with Low Socioeconomic Status
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-5918-1
145
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2015
As Provided
JAN2020
No
African American Students
African American Culture
Church Role
Socialization
Academic Achievement
Social Support Groups
African American Influences
Religious Factors
Student Needs
Case Studies
Qualitative Research
Jordan, Diedria Howell
Dissertations/Theses - Doctoral Dissertations
English
Little attention has been given to the potential role of faith-based institutions in fostering academic achievement through socialization; the purpose of this study is to reveal that link. For many African American students, the public education system has not successfully prepared them for citizenry in today's global community. An urgent need in research is to identify community resources that are readily available to address the underachievement of African American students enrolled in today's public schools. The purpose of this study is to discover how the social support efforts of black church goers positively impact the academic experiences of African American youth. This qualitative study, involving two black churches, will explore the prevalence of prophetic activism within black churches that address the social and academic needs of African American youth. In this study, the term prophetic activism is used to describe church activism that extends beyond the walls of the black church to reach all African American youth within the community in which the black church is anchored. The findings of this study illuminate how successful collaboration between educators and black churches leads to prophetic activism. This research has the potential to lend valuable insight into policies and procedures school leaders develop to forge community collaboration with black churches. [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.]
ED551914
The Role of the Black Church in Socializing African American Students for School Success: A Collective Case Study into the Nature of Prophetic Activism
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5931-0
240
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2015
As Provided
JAN2020
No
Females
Gender Differences
College Students
Self Concept
Risk
Sex Role
Sexual Identity
Correlation
Qualitative Research
Student Attitudes
Focus Groups
Interviews
Drinking
Phenomenology
Femininity
Likis-Werle, S. Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
College drinking is a focus of national attention due to its widespread impact on academic, social, interpersonal, and health domains of student life. Although men have historically had higher rates of drinking than women, college is a developmental time frame in which women's drinking rates have increased (Johnston, O'Malley, Bachman, & Shulenberg, 2011; Wechsler et al., 2002). The substance abuse literature has been dominated by studies of men's behavior and risk factors (Covington & Surrey, 1997; Linowski, 2004; NIAAA, 2002; Plant, 2008; Ricciardelli, Connor, Williams, & Young, 2001; Russett, 2008; Smith & Berger, 2010; Smith & Weisner, 2000) and has been stunted by the lack of attention to how women may approach drinking differently than men. Drinking increases need attention because college women are at risk of experiencing consequences from high risk drinking and, as gender roles continue to evolve toward a more egalitarian orientation, current female college students may be influenced by different gender identity expectations than females in previous generations. Researchers have only begun to frame the relationship between gender role, gender identity, and drinking (Huselid & Cooper, 1992; Peralta, Steele, Nofziger, & Rickles, 2010; Smith, Toadvine, & Kennedy, 2009). Therefore, the purpose of this qualitative study was to gain the college female perspective on how experiences and perceptions of drinking and gender identity may contribute to drinking choices. Qualitative data from two focus groups and two individual interviews with a total of nine participants were analyzed employing Interpretative Phenomenological Analysis. Though there were similarities across all participants regarding their drinking experiences and their perceptions of gender identity, IPA yielded different themes among High Risk vs. Low Risk drinkers. Specifically, an association between how women think of themselves, their Gender Identity, was different for High Risk drinkers than for Low Risk drinkers. High Risk participants tended to identify more with being female and expressing femininity, whereas Low Risk drinkers did not place much importance on this part of their identity. Similarities and contrasts are discussed in light of the previous research, implications for counselors and counselor educators are highlighted, and areas for future research are recommended. [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.]
ED551915
Anything You Can Do I Can Do Better: An Exploration of the Experiences and Perceptions of Drinking and Gender Identity in the Drinking Choices of College Women
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5936-5
266
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549512
2015
As Provided
JAN2020
No
Principals
Elementary Schools
Administrator Attitudes
Accountability
Instructional Leadership
High Stakes Tests
Leadership Role
Qualitative Research
Interviews
Grounded Theory
Academic Achievement
Mckoy, Essie Manley
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The most significant pressures facing school principals in this decade are accountability and the need for them to lead effectively. To better understand these challenges, the purpose of this research was to ascertain some of the perceptions of elementary school principals toward accountability, examine how accountability has affected their leadership role, determine which leadership frameworks most often produced accountability success, and how they manage their perceptions to lead to success. The literature speaks in specific terms both about accountability and the presented leadership frameworks. There is minimal research that examines the perceptions of elementary school principals and the dominant framework in which they operate to create success. In this qualitative study a forum was created inviting a purposeful sample of elementary school principals serving different types of schools. An interview-based approach was the primary research method used to gather data using the principles of grounded theory. Ten elementary school principals shared their perceptions of accountability and how they manage it, the effects of accountability, and what they thought to be their dominate leadership framework used to create success. Half of the participants were principals from highly impacted schools and the other half were from non-highly impacted schools. These participants' perceptions inform the reader about the experiences and perspectives of the different aspects of accountability and leadership in hopes of creating a deeper understanding. They did not simply share about these experiences---they allowed the reader to gain insight. Consequently, leadership issues were not viewed in unrealistic ways but as the reality of specific experiences that transpired in the lives of participants. While policy makers and school leaders focus heavily on academic performance for students, participants demonstrated that educating students is about far more than accountability. The whole child concept and other factors impacting academic achievement must be taken into consideration when creating accountability guidelines and mandates. Leaders who have listened and understood these experiences can be a voice of reason for policymakers and others helping to create accountability models. The experiences shared from this group of school principals demonstrate how this could be accomplished. [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.]
ED551916
A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5944-0
165
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N/A
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2015
As Provided
JAN2020
No
Principals
Success
Instructional Leadership
Administrator Responsibility
Time Management
Administrator Attitudes
Interpersonal Communication
Stakeholders
Educational Attitudes
Lifelong Learning
Thinking Skills
Academic Achievement
Individual Development
Patience, Brian J.
Dissertations/Theses - Doctoral Dissertations
English
My research study explored how principals allocated their time, their perceptions of success, and whether their actions were consistent with their definition of success. Findings revealed participants spent time performing three primary behaviors including communicating with school stakeholders, completing managerial practices, and serving as instructional leaders. Additionally, participants conceptualized success as more than performance on state accountability assessments including components such as academic and behavioral growth, appreciation for education and lifelong learning, the belief in future school and societal success, maturing higher-level thinking skills, and an individualized view of success specific to children. Finally, the significant majority of principals carried out actions that were consistent with their opinions of success. Conversely, the participants who did not perform a majority of practices associated with their perceptions of success were influenced by moderating factors, which emphasized the relationship between contextual and individual characteristics and principals' time allotment. [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.]
ED551917
How Do Principals Conceptualize Success: Are Their Actions Consistent with Their Definitions?
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5951-8
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549522
2015
As Provided
JAN2020
No
Reading Instruction
Beginning Reading
Educational Technology
Reading Teachers
Faculty Development
Change
Intervention
Coaching (Performance)
Rural Schools
Meetings
Qualitative Research
Reading Strategies
Case Studies
Reading Difficulties
Elementary School Teachers
Elementary School Students
Gunther, Jeanne
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The Targeted Reading Intervention (TRI) is a technologically-mediated professional development program and early reading intervention designed with rural schools in mind (Ginsberg, Amendum, Mayer, Fedora, & Vernon-Feagans, 2006). The TRI is known to positively impact teachers' practices, resulting in improved reading outcomes for children in kindergarten and first grade (Amendum, Vernon-Feagans, & Ginsberg, 2011; Ginsberg, 2006; Ginsberg, Amendum, Vernon-Feagans, & Athey, n.d; Vernon-Feagans, Gallagher, Ginsberg, et al., 2010; Vernon-Feagans, Kainz, Hedrick, Ginsberg, & Amendum, 2010; Vernon-Feagans et al., 2012). Unknown, however, is the process of change that occurred, leading to the more effective teaching of reading. An understanding of the supportive nature of specific affordances of the TRI may help to ensure its continued success. As well, this understanding also holds the potential to inform the design of other programs intending to facilitate teacher change that leads to higher early reading achievement of students. This study examined the process of change for one participating TRI teacher over the course of one school year as she used the program's affordances of: TRI Weekly Meetings, Coaching, Technology, One-on-One Format and TRI Reading Strategies. A qualitative, collective case study design was used to examine how these affordances supported the teacher's changes in practices and beliefs. Findings suggest One-on-One Format, TRI Reading Strategies and Coaching together created a context that allowed for a change in the way the teacher considered the reading development of students. The TRI Weekly Meetings supported change by providing the participating teacher with a forum for speaking on behalf of her coworkers. Speaking for coworkers lead to a change in the way the participating teacher was accepted at her school. The TRI Weekly Meetings were also conducive to professional conversations that enhanced the Coaching aspect of the intervention. Technology supported the teacher's changes mainly by facilitating full implementation of the program, allowing her to access the other affordances. [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.]
ED551918
Illuminating Teacher Change in the Context of a Technologically-Mediated Professional Development Program and Early Reading Intervention: A Case Study
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-6129-0
284
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549620
2015
As Provided
JAN2020
No
Early Childhood Education
Peer Groups
Peer Relationship
Mixed Methods Research
Longitudinal Studies
Group Membership
Cognitive Mapping
Social Cognition
Elementary School Students
Elementary School Teachers
Comparative Analysis
Reputation
Peer Acceptance
Teacher Role
Social Networks
Hierarchical Linear Modeling
Hoffman, Abigail S.
Dissertations/Theses - Doctoral Dissertations
English
Early Childhood Education
Grade 1
Grade 2
Grade 3
Elementary Education
This multi-method, longitudinal study examines the role of teacher attunement (teacher accuracy in identifying the peer group memberships of individual students) in children's peer experiences in early elementary classrooms (1st-3rd grades). Social cognitive mapping (SCM) procedures assessed and compared students' and teachers' reports of peer groups. Peer nominations assessed students' social reputations as popular and as leaders and student-SCM reports assessed students' social network centrality. To account for the nested structure of the data, Hierarchical Generalized Linear Modeling procedures were used. Findings suggested that early elementary grade school teachers tended to have a low attunement to students' peer group memberships. However, when teachers were highly attuned to children's peer group memberships in the fall, results indicated that students were more likely to be perceived as popular and as leaders in the spring and students were more likely to be socially embedded in the classroom social network in the spring. Findings regarding teacher attunement are discussed in reference to teachers' invisible hand and the role of teacher attunement in creating classroom contexts where positive and productive peer relationships are established. [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.]
ED551919
Teacher Attunement: Supporting Students' Peer Experiences in the Early Elementary Classroom
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-6130-6
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549621
2015
As Provided
JAN2020
No
Online Searching
Computers
Handheld Devices
Computer Peripherals
Comparative Analysis
Efficiency
Time
Use Studies
Usability
Difficulty Level
Users (Information)
Marcial, Laura Haak
Dissertations/Theses - Doctoral Dissertations
English
Increasingly, users are performing more sophisticated types of tasks, like information search, across computing platforms including desktops/laptops, tablets, and smartphones. While much research has been done to improve efficiency for each of these devices in the area of information search, few investigations have taken a pragmatic approach to determining the real efficiency costs across current state of the art devices and searching paradigms (typically browser based). The study examined comparative task execution times for searching tasks under three different conditions: varying screen sizes (desktop, tablet, smartphone), varying interaction devices (mouse & keyboard and touchscreen), and varying types of search ("Within Document," "Known Item," and "Exploratory"). In addition, the impact of pagination technique (scrolling versus paging) on "Within Document" searching and the impact of using a generic website versus a mobile website for "Known Item" searching on a smartphone were investigated. The aim was to inform current practice on user efficiency across these variables and future design in improving efficiency on the small screen device. A within subjects (n = 29) design was used comparing task execution times across three devices: a desktop, a tablet (iPad) and a smartphone (iPod). Final results suggest that the typical user should expect to spend about 38% more time completing a "Within Document" task on the mobile device than they would at the desktop or on the tablet. On average, a user spent 203% more time completing a "Known Item" task on the mobile device than they did at the desktop (125% more than on the tablet) and about 35% more time on the tablet than the desktop. For the "Known Item" task, at least 38% of the extra time spent using the mobile device using a generic website is due to latency. For the "Exploratory" task, users found that the poor support for browser based tabs (multiple open windows) on the mobile and tablet made the search process more cumbersome. In general, user perception, in terms of task load and usability, aligned well with actual task execution times across the three devices and under the varying conditions. [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.]
ED551920
Moving beyond the Desktop: Searching for Information with Limited Display Size
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-6148-1
341
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549635
2015
As Provided
JAN2020
No
Advanced Placement
Online Courses
High School Students
Rural Education
Asynchronous Communication
Computer Mediated Communication
Web Based Instruction
Electronic Learning
Teacher Student Relationship
Interaction
Social Influences
Negative Attitudes
Group Dynamics
Dropouts
Distance Education
de la Varre, Claire
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This study used a social presence construct derived from the Community of Inquiry (COI) framework, with cohesive, affective, and interactive components, to explore online discussion in an Advanced Placement course for rural high school students. The COI is based on the underlying theoretical framework of social constructivism, where interaction is a key component of learning. The study focuses on the contributions of students and online teachers to social presence in online discussion, and explores student dropout through the lens of social presence. Teacher social presence behaviors tended to be cohesive in nature, while students' social presence behaviors were primarily affective and interactive in nature. The study found that compared to their peers who completed the course, many students who dropped the course were more likely to use sarcasm, complain, or disagree with other students. Each teacher demonstrated unique patterns of social presence behaviors. There were also distinct patterns of student dropout characteristics associated with high social presence and low social presence teachers. [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.]
ED551921
An Exploration of Student and Teacher Social Presence in Asynchronous Discussion in an Online Advanced Placement Course for Rural High School Students
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-6171-9
157
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549656
2015
As Provided
JAN2020
No
Role
Mothers
Depression (Psychology)
Early Intervention
Regression (Statistics)
Correlation
Eligibility
Developmental Delays
Toddlers
Mother Attitudes
Disabilities
Socioeconomic Status
Age
Marital Status
Interpersonal Relationship
Health Services
Identification
Colgan, Siobhan Eileen
Dissertations/Theses - Doctoral Dissertations
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
English
This study investigated the relationship between maternal depression and children's access to early intervention services among a sample of children with developmental delay at age two who were determined to be eligible for early intervention services, were full term and of normal birth weight, and were not previously identified with any special needs in infancy (n = 600). The investigation utilized data collected as part of the Early Childhood Longitudinal Study-Birth cohort (ECLS-B). Children were determined to be eligible for early intervention services based on: the child's degree of delay on a standardized measure administered by ECLS-B at age two; the state the child lived in; and the criteria for eligibility for early intervention in the child's state. Descriptive and logistic regression analyses examined 1) the proportion of sample children's mothers who reported that their child had a disability or special need, 2) the association of identification of special needs and maternal depression, and 3) the relationship between maternal depression and the child's receipt of early intervention services. Results showed that 11.3% of mothers reported being told that their child had any special need or condition. Logistic regression analysis found that mothers with depression were significantly more likely than those without depression to report that their child had a disability (adjusted OR = 1.75 [95% confidence interval CI 1.65-1.83]). The final analysis investigated receipt of early intervention services, and found that 5.9% of the sample received any early intervention services. Adjusted logistic regression results showed maternal depression was associated with a slightly increased probability of acquiring early intervention services (adjusted OR = 1.14 [95% confidence interval CI 1.07-1.20]). In both logistic regression analyses, odds ratios were adjusted for child's race/ethnicity, SES quintiles, mother's partnered status, the child's mean developmental t-score, maternal age, and the number of well-child visits. While maternal depression was associated with both increased identification of the child's special need(s) and increased access to child intervention services, results from the investigation demonstrate an overall pattern of young children with developmental delays being overwhelmingly under-identified by parents and physicians, and under-served in the early intervention system. [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.]
ED551922
The Role of Maternal Depression in Accessing Early Intervention Services for Children with Developmental Delay
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2678-6177-1
91
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549660
2015
As Provided
JAN2020
No
Alcohol Abuse
School Community Relationship
Interviews
Case Studies
Drinking
Qualitative Research
Meetings
Leadership
Social Change
College Administration
Community Leaders
Prevention
Williams, Michael B.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Binge drinking is a prevalent, persistent problem within U.S. university cities. Consequences of students' binge drinking can result in injury, assault, disruption in neighborhoods, and even death. Proponents of one potential solution to the problem, the environmental approach, propose changing the context of drinking by altering factors such as access, price, policies, and enforcement that shape drinking patterns of individuals. Those factors are influenced by multiple entities and jurisdictions requiring collaboration to bring about change. The purpose of the study was to uncover factors of university-community collaboration formed to reduce students' destructive binge drinking. Guided by collaboration theory, this qualitative, single case study was designed to discover the factors and insights that led to a successful university-community collaboration to reduce binge drinking within a safe communities coalition. The primary data were gathered from interviews of 13 participants in the coalition. The results indicated that positive relationships among the members of the coalition were the foundation of success. These relationships were nurtured by administrative support, consistent meetings, open communications, shared leadership, mutual benefits, and a lack of tension. The participants defined success, not only as a reduction in the negative consequences of binge drinking, but also as the maintenance of positive relationships that sustain the collaborative efforts. The implications for social change include the increase of coalitions and improvement of collaboration among college administrators, community leaders, and other agencies attempting to reduce the harms caused by students' binge drinking. [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.]
ED551923
A Case Study of University-Community Collaboration to Reduce the Negative Effects of Binge Drinking
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-2678-6230-3
189
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549705
2015
As Provided
JAN2020
No
Leadership Training
Human Capital
Self Concept
Church Related Colleges
Intervention
Self Efficacy
Statistical Analysis
Scores
Mentors
Synchronous Communication
Capacity Building
Longitudinal Studies
Pretests Posttests
Reynolds, John C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Academic leaders in the 21st century are required to be both organizationally competent and intentionally collaborative with those they lead to be effective in a world of disruption, change, and complexity. Two current leadership constructs particularly relevant for meeting these needs are the focus of this study: "Authentic Leadership," which describes a positive and trusting relationship with followers founded on a leader's self-awareness and values (Yukl, 2008), and "Psychological Capital," which focuses on the development of four positive psychological states in oneself and one's followers. This study utilized a longitudinal pretest-posttest control group experimental design to determine if leaders' psychological capital (Luthans, Youssef, & Avolio, 2007) and authentic leadership (Avolio, Gardner, & Walumbwa, 2005) capacity could be enhanced through an online strengths-oriented leadership intervention. Sixty-two academic leaders from member institutions of the Council for Christian Colleges & Universities were randomly assigned to either the treatment (N = 30) or control (N = 32) condition. The treatment condition received a 2-hour online intervention developing the leaders' self-awareness and application of their Clifton StrengthsFinder 2.0 (Gallup, 2009) results. The control group received an online intervention on strategic, accountability, and metrics for leaders. Utilizing the Authentic Leadership and PsyCap questionnaires, participants' scores were compared at completion of the treatment and 30 days thereafter. A paired-samples t test indicated that leaders in the treatment group experienced a significant increase in their strengths awareness and self-efficacy, providing evidence of treatment fidelity. However, results of the repeated measures ANOVA indicated that although leaders in both groups reported significant changes in their scores over time, there was no significant difference between groups resulting from the treatment. Participant feedback after the intervention indicated a preference for face-to-face training and a need to directly connect the training content to the specific leadership outcomes implicit in the Authentic Leadership and Psychological Capital constructs. The primary implication of this study is that online leadership development is an emerging modality requiring the mentorship or instruction from a face-to-face or synchronous facilitator; thus, online training should be used with discernment in developing leadership concepts that are primarily relational in application. [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.]
ED551924
The Effect of a Strengths-Oriented Approach to Leadership Development on the Psychological Capital and Authentic Leadership Capacities of Leaders in Faith-Based Higher Education Institutions
ProQuest LLC
Ph.D. Dissertation, Azusa Pacific University
2012-00-00
978-1-2678-4107-0
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548564
2015
As Provided
JAN2020
No
Reading Instruction
Reading Difficulties
Web Sites
Interaction
Statistical Analysis
Elementary School Students
Multiple Intelligences
Constructivism (Learning)
Reading Comprehension
Control Groups
Experimental Groups
Pretests Posttests
Predictor Variables
Measures (Individuals)
Statistical Significance
Social Change
Technology Uses in Education
Educational Technology
Caldwell, Bettie Johnson
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 2
The issue of struggling readers is a major concern in the field of education. An overwhelming number of students are beginning school ill-equipped to read. The purpose of this quantitative study was to explore the effect of an interactive literacy website on the reading comprehension scores of 2nd grade students identified as struggling readers. The theoretical framework was based on Gardner's theory of multiple intelligences as well as constructivism. The research question examined differences in reading comprehension scores of 14 students on both Standardized Testing and Reporting (STAR) and Accelerated Reading tests between students who used the website and those who did not. A control group, pretest-posttest design, with both paired-samples and independent-samples t tests, was used to collect and analyze the data. Results indicated that both groups showed strong within-group improvement on each dependent variable measure over the duration of the study. Although the experimental group scored higher (M = 1.87, SD = 0.46) than did the control group (M = 1.73, SD = 0.61) on the STAR assessment, the difference (Diff = 0.14) was not statistically significant [t(12) = 0.50, p = 0.82]. Results of the between-group statistical analyses showed no statistical differences between the 2 groups on the STAR posttest and only minor differences in one of the Accelerated Reader (AR) administrations. This study contributes to social change by providing data to local school administrators in order to assist with planning regarding the use of technology to enhance reading skills of students. [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.]
ED551925
Effect of an Interactive Literacy Website on Struggling Readers' Comprehension
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-6251-8
190
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549713
2015
As Provided
JAN2020
No
Teaching Methods
Middle School Students
Middle School Teachers
Inclusion
Student Diversity
Cultural Differences
English Language Learners
Observation
Qualitative Research
Case Studies
Comparative Analysis
Culturally Relevant Education
Epistemology
Data Analysis
State Legislation
Language Usage
Time Factors (Learning)
Teacher Competencies
Tutoring
Peer Teaching
O'Keeffe, Suzanne Becker
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This dissertation examined the relationship between instructional practice in the classroom and current theory when educating culturally and linguistically diverse exceptional (CLDE) middle school students in inclusive settings. Participants for this study were chosen using community nomination and data were collected using classroom observation. The purpose of this qualitative case study was to observe exemplary educators in middle school inclusive classroom settings and record the strategies that they were using to educate all students, including CLDE populations. These strategies were then compared to the current literature surrounding culturally responsive pedagogy, inclusive education, and CLDE instructional methods, and a frequency of use, if any, was determined. Four participants were observed for this study using an observation instrument that was created using the combined instructional strategies associated with culturally responsive pedagogy, inclusive education, and CLDE populations. An interpretive epistemological perspective was employed to analyze data by comparing the types of instructional strategies used in the classroom to current CLDE theory. Data were analyzed to determine if a relationship existed between current practice and the theory associated with educating CLDE students. The results provided an overview of the variety and frequency of instructional strategies that were being utilized by exemplary middle school inclusive educators. Three key findings were determined from this study. First, instructional strategies associated with inclusive education were observed most frequently to have a very strong relationship to the literature, while culturally responsive strategies were observed in this category the least. Next, middle school educators cited three reasons for strategies found in the literature that were observed rarely or not observed at all in the classroom. They included English-only state legislative laws, time constraints associated with teaching so many standards, and an unclear understanding of how to successfully implement certain strategies with CLDE populations. Finally, this study suggests that informal opportunities for peer tutoring and native language support are beneficial to CLDE students being educated in middle school inclusive settings. Recommendations for preservice programs, professional development, and educational policies associated with CLDE are discussed. The findings were intended to contribute to the growing body of literature on instructional strategies used to support CLDE populations in inclusive settings. [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.]
ED551926
Examining Practice for Educating Culturally and Linguistically Diverse Exceptional Populations in Middle School Inclusive Settings
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4124-7
229
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548573
2015
As Provided
JAN2020
No
Sex Education
Sexually Transmitted Diseases
Self Esteem
Communication Skills
Resilience (Psychology)
Sexuality
At Risk Persons
Decision Making
Skill Development
Knowledge Level
Attitude Change
Questionnaires
Adolescents
Secondary School Students
Health Behavior
Pretests Posttests
Program Effectiveness
Curriculum Design
Juan, Vallejo Ramos L.
Dissertations/Theses - Doctoral Dissertations
Puerto Rico
Puerto Rico
English
Secondary Education
In opposition to the Sexual Education Traditional Model (SETM) that is used in the state schools of Puerto Rico, the Health Beliefs Model (HBM) appears. It facilitates a curricular design that improves the ability of the students to respond to the group pressure by means of attitudes that stimulate sexual conducts of smaller risk of propagation of the Sexually Transmitted Diseases (STD). In addition, it provides activities to increase the self-esteem, the communication and the decision making. This investigation had the intention to compare the SETM and the HBM in the increase of knowledge and change of attitudes of high risk of propagation of the STD using a validated questionnaire (Agency of the United States for the International-USAID Development), named "Endesa 2007" and, adapted to Puerto Rico by the Dra.Marta Collazo to a sample of students between the 17 and 19 years of 2 state schools of San Lorenzo, as a pretest, and, selected by convenience. Then, a 10 hours training was administered to half of the students using the SETM to STD and condom use lessons. The other half of the students received additional lessons using the HBM. Finally, both groups took the questionnaire again as a posttest. The sample of students, in average, did not reach the knowledge and basic levels of attitudes towards the STD in the pretest. This reflected 2 possible implications on the SETM. In first place, that the way in which the STD is implemented as part of the Sexual Education curriculum is inefficient. Secondly, the possibility that the acquired information or attitudes does not have permanence. Culminated the questionnaire, the HBM increase the knowledge of the STD in 0.41 points (average) over the SETM. There was not a significant difference between both models, in attitudes, implying that both models are equally effective. The findings suggests that the HBM is more effective increasing the knowledge on the STD, but equally effective than the SETM in attitude change for the Puerto Rican youth. [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.]
ED551927
Comparacion de Modelos de Educacion Sexual en El Conocimiento y Cambio de Actitudes en Practicas Sexuales por Alumnos de Nivel Superior en La Region De Caguas, Puerto Rico
ProQuest LLC
Ed.D. Dissertation, University of Puerto Rico, Rio Piedras (Puerto Rico)
2012-00-00
978-1-2678-6527-4
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549825
2015
As Provided
JAN2020
No
Elementary School Teachers
Elementary School Students
Comparative Analysis
Writing Instruction
Writing Teachers
Educational Practices
Writing Achievement
Scores
Correlation
Educational Strategies
Instructional Effectiveness
Egloff, Susan Margaret Muehl
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Elementary Education
Grade 5
Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the distribution of student writing achievement scores for 5th grade teachers who used 7 or more of the 11 components of effective writing instruction outlined by Graham and Perin to those teachers who implemented 6 or fewer of these components. In this study, a survey was given to 35 teachers from the lowest and highest performing schools in each performance zone or geographic cluster of schools across the school district, to discover how many of the components from Graham and Perin's model were used. The results of this project study were insignificant and indicated that the number and frequency of strategies were not related to student proficiency as measured by the state's writing proficiency exam. Results from this study will be shared with district leaders in a white paper report. The report includes recommendations to create a district-based writing framework with research-based instructional strategies. Although the results from this study were insignificant, the results have added to the body of knowledge in writing instruction. The white paper report can be used as a foundation for teachers, principals, and curriculum developers to improve writing instruction and achievement in this and other school districts. [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.]
ED551928
A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-6558-8
169
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549846
2015
As Provided
JAN2020
No
Autism
Preschool Children
Video Technology
Models
Program Effectiveness
Intervention
Preschool Education
Early Intervention
Special Education
Peer Influence
Play
Scripts
Language Usage
Verbal Communication
Generalization
Preschool Teachers
Paraprofessional School Personnel
Allied Health Personnel
Observation
Student Behavior
Child Behavior
Bonnet, Lauren Kravetz
Dissertations/Theses - Doctoral Dissertations
United States (Mid Atlantic States)
English
Preschool Education
Early Childhood Education
This single-subject research study was designed to examine the effects of point-of-view video modeling (POVM) on the symbolic play actions and play-associated language of four preschool students with autism. A multiple baseline design across participants was conducted in order to evaluate the effectiveness of using POVM as an intervention for students with autism. The participants were between the ages of 3 and 4 years old and enrolled in a special education preschool program in a public school district in a Mid-Atlantic state. Students were paired with typically developing preschool peers from general education classes at the same school as the participants with autism. Prior to the implementation of the video model, baseline data were collected from students during play with a randomly selected play partner participant and the same materials later shown in the video model. Regulated randomization procedures for multiple baseline design were used to randomize students to each tier of intervention and randomly assign the treatment starting point from a designated interval of acceptable start points. Dependent measures included (a) scripted symbolic play actions, (b) scripted play-associated language utterances, (c) spontaneous symbolic play actions, and (d) spontaneous play-associated language utterances. During intervention, the participants with autism were shown a video clip demonstrating symbolic play actions and play-associated language utterances from their perspective immediately prior to engaging in a 7-minute play session with a play partner participant. The variety of symbolic play actions and play-associated language utterances were recorded and measured during all phases. Additionally, partial interval recording was used to record frequency of inappropriate play behaviors. Maintenance data were collected after the immediate removal of the POVM and one week after the conclusion of the intervention phase. Generalization data were collected for a novel but similar play set to that in the video model. A checklist for procedural reliability was completed for 68% of sessions across all phases and participants and calculated to be 100%. Interobserver agreement was calculated for 31.58% of sessions across all phases and participants and was averaged at 90.81%. Social validity measures were collected from the teacher, instructional assistants, and therapists that work with each participant. Additionally, information about student perceptions was collected from each participant using a visual choice menu. A visual analysis was conducted for the data collected across the four dependent variables and one ancillary finding for each participant. The visual analysis involved interpretation of the level, trend, variability, overlap, immediacy, and consistency of data points. Percent of Non-overlapping Data (PND) and randomization tests were also used for analysis. Overall findings from the study indicate that (a) three out of four preschool participants with autism increased the variety of scripted symbolic play actions after watching the POVM, (b) three out of four preschool participants with autism increased the variety of spontaneous symbolic play actions after watching the POVM, (c) one out of four preschool participants with autism increased the variety of scripted play-associated language utterances, (d) two out of four preschool participants with autism increased the variety of spontaneous play-associated language utterances, and (e) three out of four preschool participants with autism decreased the frequency of inappropriate play behaviors. In reference to maintenance of behaviors, (a) all four participants maintained the variety of scripted symbolic play actions, (b) all four participants maintained the variety of spontaneous symbolic play actions, (c) one out of four participants maintained the variety of scripted play-associated language utterances, (d) two out of four participants maintained the variety of spontaneous play-associated language utterances, and (e) three out of four participants maintained a reduction in the frequency of inappropriate play behaviors. Regarding generalization of behaviors for the dependent variables, (a) two out of four of the participants demonstrated a variety of scripted symbolic play actions from the intervention play set when playing with another car-based play set, (b) all four participants demonstrated a variety of spontaneous symbolic play actions during generalization with a different car-based play set, (c) one out of four participants produced a variety of scripted play-associated language utterances from the intervention during play with a different car-based play set, (d) two out of four participants produced a variety of spontaneous play-associated language utterances when playing with the generalization play set, and (e) three out of four participants were able to maintain a reduced frequency of inappropriate play behaviors during generalization probes. The results of the regulated randomization test indicated a statistical difference between the students' variety of scripted play actions and frequency of inappropriate play behaviors. There was no statistical difference between the students' variety of spontaneous play actions, scripted language utterances, or spontaneous language utterances. (Abstract shortened by UMI.). [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.]
ED551929
The Effects of Point-of-View Video Modeling on Symbolic Play Actions and Play-Associated Language Utterances in Preschoolers with Autism
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-6652-3
255
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549856
2015
As Provided
JAN2020
No
Information Technology
Public Sector
Web 2.0 Technologies
Case Studies
Information Dissemination
Shared Resources and Services
Federal Government
Privacy
Program Effectiveness
Structural Equation Models
Coleman, David W.
Dissertations/Theses - Doctoral Dissertations
English
Information Technology (IT) provides public sector organizations the capability to provide real increases in organizational effectiveness by aiding in the efficient exchange of information. Adoption of advanced IT such as service oriented environments, Web 2.0, and bespoke systems such as Enterprise Resource Planning (ERP) promises to markedly improve that capability via presumed gains in efficiency. However, this presumed associated gain in organizational effectiveness may be stymied/enhanced by constraints or incentives, particularly as they may relate to information sharing. This thesis reports on research in this area framed within a case study environment. The dissertation addresses data collected and findings associated with a survey of public sector organizations. It provides, in some detail, the analytical steps involved in the method and reports findings. Information sharing in the public sector, while similar in execution to the private sector, has a nuanced difference in terms of organizational goals. This thesis draws those differences and explains how they potentially impact the effectiveness of information sharing in federal organizations. As a case study it holistically examines several factors that may or may not contribute to or constrain information sharing effectiveness. In doing so, it addresses concepts such as e-gov (the public's access to information held by the federal sector), privacy as a throttle to e-gov, non-hierarchical structures that may or may not enhance/diminish effectiveness, coupled with a report of the theoretical underpinnings. The broad research question is: "Do organizational and individual attitudes to information sharing have an effect on an organization's implementation of advanced IT?" This thesis addresses the question through a case study analysis that includes surveys of two organizations and the use of the structured equation modeling (SEM) analytical technique. The paper discusses the use of SEM techniques as a method for analysis, including the strengths and weaknesses discovered. It addresses, in some depth, the relationship of the method to the theory of information sharing effectiveness. The report will include postulated models such as the original Willem and Beulens (2007) factors, which include power games, trust, identification, lateral coordination, and incentives, as well as additional factors relating to IT in particular. It introduces exploratory changes made to the model to align the model with the data acquired. Further, it kneads multiple survey results to address the continuous nature (across samples) of the results and their alignment with theory. Finally, it provides a level of analysis as to the efficacy of SEM in information sharing research. [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.]
ED551930
The US Public Sector and Its Adoption of Service Oriented Technology
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-6655-4
260
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549859
2015
As Provided
JAN2020
No
Student Diversity
Cultural Differences
English Language Learners
Reading Skills
Reading Programs
Intervention
Handheld Devices
Educational Technology
Technology Uses in Education
Reading Instruction
Limited English Speaking
Learning Disabilities
Reflection
Oral Reading
Reading Comprehension
Program Effectiveness
Computer Oriented Programs
McCarty, Deanna J.
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
School districts are struggling with how to meet the needs of culturally and linguistically diverse exceptional (CLDE) students. Research has correlated improvement in core language learning--writing, reading decoding, reading comprehension, and listening--with the use of iPods. This dissertation therefore examines the ability of current, portable technology to help meet the needs of CLDE students. This multi-baseline, single-subject design study examines how reading skills of CLDE students can be directly impacted by a simple-step reading intervention program that focuses on using hand-held technology (the iPod Touch), repeated readings, and self-recording. Five students who are LEP and identified as learning disabled in reading fluency were introduced to biweekly interventions using the iPod, repeated readings, and self-reflection. Statewide DIBELS monitoring was used to measure oral reading fluency growth and Galileo testing was used to measure reading comprehension. The results were positive, indicating an effective method for enhancing the reading skills of CLDE students in the resource setting in a manner that can be generalized to the general education classroom. [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.]
ED551931
An Investigation of Using iPod Fluency Apps and Repeated Reading with Self-Recording for CLDE Students
ProQuest LLC
Ed.D. Dissertation, Northern Arizona University
2012-00-00
978-1-2678-4128-5
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548575
2015
As Provided
JAN2020
No
Student Motivation
Success
Academic Achievement
Qualitative Research
Case Studies
At Risk Students
High School Graduates
Self Determination
Interviews
Content Analysis
Caring
Teacher Expectations of Students
Educational Environment
Accountability
Interpersonal Communication
Interpersonal Relationship
Faculty Development
Classroom Techniques
Teaching Methods
Rowan, Tanyia Perry
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs as well as Ryan and Deci's self-determination theory. The major research question investigated the factors that shape students' motivation towards attaining academic success. The motivational practices of 6 students were studied through individual interviews to understand what motivated them to succeed despite the adversities that put them at risk academically. These 6 students were each recommended by a former teacher as having overcome adversities that put them at risk yet succeeded academically by graduating from high school. Eight district teachers who were identified by school administrators as highly motivational with their students were also interviewed. The data were analyzed through content analysis. Findings include the overarching themes of caring and high expectations. In addition, 3 categorical concepts emerged from the data: accountability, respect, and communication. Based on these findings, a professional development training was developed to provide motivational strategies to enhance instruction for students at-risk for academic failure. The findings from this research, and the professional development training program, have positive social change implications by providing educators with specific strategies to apply in their classrooms to help their at-risk students, potentially increasing their chances of academic success. [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.]
ED551932
Intrinsic Motivating Factors for Academic Success of Young At-Risk Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4163-6
165
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548600
2015
As Provided
JAN2020
No
Correlation
Teacher Attitudes
Beliefs
Self Efficacy
Teacher Effectiveness
Chinese
Language Teachers
Second Language Instruction
Observation
Interviews
Documentation
Qualitative Research
Teaching Methods
Teaching Conditions
Prior Learning
Experience
Educational Technology
Beginning Teachers
Experienced Teachers
Context Effect
Curriculum Design
Teacher Competencies
Liu, I-Chun
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
This study investigated an emerging language learning culture by examining the relationship between teachers' pedagogical beliefs and perceived efficacy in two cities in southern Texas. Drawing on Bandura's (1994) theory of self-efficacy and Ashton and Webb's (1986) notions about teacher efficacy, a multi-sited case study was conducted to explore how CFL teachers practiced in classrooms and what factors were associated with their personal and professional efficacy as well as shaped their development. With six CFL teachers involved, the study took one and a half years to complete, collecting copious qualitative data from observations, interviews, constant dialogues, teachers' artifacts, and relevant document. Results of the study indicated: 1) working in constant isolation, prior learning and social experience and online resources served as the major foundations for both novice and experienced teachers' pedagogical beliefs; 2) macro and micro contextual factors were significantly associated with teachers' beliefs, and affected their emotional states and expectations about their professional achievements and student accomplishments; 3) due to personal experience and contextual factors, teachers showed different perceived personal and teaching efficacy, which led to various realizations about curriculum designs. As a consequence, the study implies the importance of certification programs for CFL teachers in this emerging professional field and an essential need for further research to reveal teachers' actual professional development need. [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.]
ED551933
The Relationship between Pedagogical Beliefs and Teacher Efficacy: A Case Study of Chinese Foreign Language Teachers in Texas
ProQuest LLC
Ph.D. Dissertation, The University of Texas at San Antonio
2012-00-00
978-1-2678-4380-7
409
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548703
2015
As Provided
JAN2020
No
Scientific Principles
Science Tests
Elementary School Students
Item Response Theory
Models
Comparative Analysis
Test Validity
Construct Validity
Test Bias
Test Items
Test Reliability
Scores
Science Achievement
Prediction
Student Attitudes
Constructivism (Learning)
Classroom Environment
Elementary School Science
Peoples, Shelagh
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS understanding. The NOS construct was conceptualized using five construct dimensions (Empirical, Inventive, Theory-laden, Certainty and Socially & Culturally Embedded). The competing models represent three internal models for the NOS construct. One postulate is that the NOS construct is unidimensional where one latent construct explains the relationship between the 28 items of the NOSI-E. Alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. A validity argument was developed that hypothesized that the internal structure of the NOS construct is best represented by the multidimensional Rasch model. Four sets of analyses were performed in which the three representations were compared. These analyses addressed five validity aspects (content, substantive, generalizability, structural and external) of construct validity. The vast body of evidence supported the claim that the NOS construct is composed of five separate but inter-related dimensions that is best represented by the multidimensional Rasch model. The results of the multidimensional analyses indicated that the items of the five subscales were of excellent technical quality, exhibited no differential item functioning (based on gender), had an item hierarchy that conformed to theoretical expectations; and together formed subscales of reasonable reliability (> 0.7 on each subscale) that were responsive to change in the construct. Theory-laden scores from the multidimensional model predicted students' science achievement with scores from all five NOS dimensions significantly predicting students' perceptions of the constructivist nature of their classroom learning environment. The NOSI-E instrument is a theoretically grounded scale that can measure elementary students' NOS understanding and appears suitable for use in science education research. [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.]
ED551934
The Nature of Science Instrument-Elementary (NOSI-E): Using Rasch Principles to Develop a Theoretically Grounded Scale to Measure Elementary Student Understanding of the Nature of Science
ProQuest LLC
Ph.D. Dissertation, Boston College
2012-00-00
978-1-2678-4432-3
319
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548729
2015
As Provided
JAN2020
No
Goal Orientation
Mathematics Achievement
Adolescents
Immigrants
Student Motivation
Performance
Grade 7
Grade 8
Low Income Groups
Urban Schools
Regression (Statistics)
Correlation
Standardized Tests
Mastery Learning
Racial Differences
Gender Differences
Ethnic Groups
Vietnamese People
Hispanic American Students
Asian American Students
Mexican Americans
Keys, Tran Dang
Dissertations/Theses - Doctoral Dissertations
California
California
English
Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Grade 7
Junior High Schools
Secondary Education
Grade 8
Motivation is a fundamental educational challenge for adolescents in the United States, and particularly for immigrant youth. The motivation to achieve, especially in mathematics, declines during adolescence. Most of what is known about motivation is based on studies of predominately middle-class White students; yet the influx of immigrants over the past forty years, particularly from Latin America and Asia, speaks to the increasing importance of achievement among immigrant youth in the U.S. school system and society at large, underscoring the need to understand the motivation to achieve among immigrant youth and its relation to academic achievement. This dissertation examines the association between motivation (i.e., personal goal orientations of mastery, performance-approach, and performance-avoidance) and mathematics achievement among approximately 2,000 7th and 8th grade students, predominantly of Mexican and Vietnamese heritage, from one low-income urban school district in California. A lagged dependent variable regression model with classroom fixed effects is used to minimize biases arising from non-random assignment of teachers and students to schools and classrooms. Study 1 examines the association between students' goal orientations and achievement, as measured by a state standardized assessment. Although all three goal orientations correlate with mathematics achievement, only a mastery goal orientation consistently predicts achievement after controlling for a full set of prior achievement and demographic controls. Study 2 adds nuance to the relationship between goal orientations and achievement with a focus on ethnicity and gender. First, I examine the predictors of the three goal orientations with a focus on mastery motivation. Ethnicity is not associated with mastery motivation--Vietnamese students do not have a motivation advantage over Hispanic students. Gender is associated with mastery motivation, with males less likely than females to be mastery oriented. Additionally, males--particularly Hispanic males--are more performance-avoidant than Hispanic females. Second, the differential effects of goal orientations for students with varying socio-demographic characteristics suggest that the relationship between goal orientations and mathematics achievement are not the same for all students. There is a positive association between mastery goal orientation and achievement for Vietnamese students but not Hispanic students; however, no differential effects are found with performance goals. [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.]
ED551935
Goal Orientations and Adolescent Mathematics Achievement
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2013-00-00
978-1-2678-4474-3
111
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548763
2015
As Provided
JAN2020
No
Beginning Teacher Induction
Teacher Persistence
Educational Legislation
State Departments of Education
Guidelines
Administrator Attitudes
School Districts
Best Practices
Program Implementation
Surveys
McDaniel, Andrea Marshall
Dissertations/Theses - Doctoral Dissertations
Georgia
Race to the Top
Georgia
Race to the Top
English
With increasing demands on teachers, retaining new teachers has become more difficult in recent decades. New teacher induction programs appear to increase retention rates significantly among new teachers. Many states, including Georgia, have implemented induction programs to support and retain beginning teachers. In response to the Race to the Top (RT3) initiative, the Georgia Department of Education developed guidelines for new teacher induction programs in RT3 districts, and subsequently throughout the state. The purpose of this study was to ascertain which selected components of the Georgia Department of Education guidelines for new teacher induction were currently in use, and the perceptions of school district representatives about those guidelines. The researcher surveyed a census of Georgia public school superintendents or their representatives and used frequency counts and percentages to report responses. The data showed that most of the new guidelines were implemented in most responding school districts. In addition, the respondents' perceptions of the guidelines were mostly positive. The findings suggest that the responding school districts in Georgia are following or planning to follow best practices of new teacher induction as determined by the Georgia Department of Education. [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.]
ED551936
New Teacher Induction Programs in Georgia: Common Components and Perceptions
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2012-00-00
978-1-2678-5310-3
155
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549118
2015
As Provided
JAN2020
No
Grammar
Spanish
Syntax
Morphology (Languages)
Spanish Speaking
Latin Americans
Mexican Americans
Hispanic Americans
Bilingualism
Inferences
Language Usage
Immigrants
Age Differences
Language Variation
Sociolinguistics
Bookhamer, Kevin
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
This morphosyntactic dissertation study compares the use of MOOD (indicative & subjunctive) in first- and second-generation Spanish speakers in New York City. The data for this study are from a transcription of naturalistic Spanish conversations with New Yorkers of different generations, representing the six primary Spanish-speaking groups in NYC: Puerto Rican, Dominican, Mexican, Ecuadorian, Colombian and Cuban. We analyze data from 26 born in Latin America and 26 born or raised in NYC, totaling 52 transcriptions. The reference model is the mood usage of first-generation newcomers, not a standard Spanish normative framework. The objective was to examine the use of mood by way of descriptive and inferential analytical methods in order to determine whether or not the second-generation bilinguals' mood grammar has changed, and if so, to establish exactly where and how it differs from the first-generation. The research questions were: 1) Does the subjunctive use of second-generation NYC bilinguals differ from that of their first-generation NYC counterparts? 2) What are the syntactic and communicative contexts in which the subjunctive is used in the first and second generations? 3) What internal and external independent variables condition mood choice in both immigrant generational groups? 4) Is the second generation's use of mood such that grammatical command of mood appears developed and systematic? Or is there evidence of an incomplete or unsystematic mood grammar? Our findings corroborate the results from other studies centered on generational U.S. subjunctive use: the second generation generates fewer subjunctives and more indicatives than the first-generation, a finding supported by statistical significance. The two generations also differ significantly concerning the internal contexts where mood manifests, but command of mood does appear intact among the majority of the second generation, thus problematizing common notions such as attrition, incomplete acquisition, and to a degree, simplification. Furthermore, analyses concerning several external variables show that the first generation appears essentially homogenous with respect to their use of mood, whereas the second-generation displays far more variability. Finally, this dissertation contributes to the variationist-sociolinguistic knowledge of Spanish grammar in bilingual settings. [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.]
ED551937
The Variable Grammar of the Spanish Subjunctive in Second-Generation Bilinguals in New York City
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-2678-5319-6
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549121
2015
As Provided
JAN2020
No
Structural Elements (Construction)
Acoustics
Pattern Recognition
Computation
Data Collection
Prediction
Mechanics (Physics)
Engineering Technology
Networks
Models
Measurement Techniques
Mejia, Felipe
Dissertations/Theses - Doctoral Dissertations
English
Structural health monitoring (SHM) has gained significant popularity in the last decade. This growing interest, coupled with new sensing technologies, has resulted in an overwhelming amount of data in need of management and useful interpretation. Acoustic emission (AE) testing has been particularly fraught by the problem of growing data and is made the focus of this dissertation. The dissertation is divided into three studies, the first of which attempts to identify the computing resources necessary for the acquisition, management, and analysis of AE datasets. A computing framework capable of managing AE data is designed and implemented using the methods described in the first study. With a computing framework in place, the second study addresses the problem of unwanted signals in AE; these signals form a large part of most AE datasets and must be removed before a meaningful analysis can be performed. A semi-supervised data mining scheme for detecting and characterizing unwanted AE signals is proposed. The scheme is demonstrated on a synthetic dataset, and applications are presented for pencil lead-break and single-edge tension (SE(T)) datasets. This study suggests that underlying rules can be systematically derived from raw AE datasets. Finally, an artificial neural network (ANN) framework for crack-growth prediction is proposed. The ANN takes AE absolute energy and crack mouth opening displacement (CMOD) data from two SE(T) specimens as an input in order to forecast future values for each of these parameters. The predicted values are then input into linear-elastic fracture mechanics (LEFM) models in order to estimate the long-term crack evolution. The study concludes that ANNs can adequately model the complex relationships between non-destructive measurement parameters and the crack-length evolution in structural members. [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.]
ED551938
Advanced Computing Methods for Knowledge Discovery and Prognosis in Acoustic Emission Monitoring
ProQuest LLC
Ph.D. Dissertation, University of Miami
2012-00-00
978-1-2678-5731-6
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549391
2015
As Provided
JAN2020
No
Principals
Administrator Role
Inclusion
Program Implementation
Decision Making
Best Practices
Disabilities
Resource Allocation
Special Education
Case Studies
Qualitative Research
Faculty Development
Administrator Attitudes
Teacher Attitudes
Central Office Administrators
Program Development
Special Education Teachers
Individualized Education Programs
Leadership Qualities
Advocacy
Educational Philosophy
Regular and Special Education Relationship
Hedgecock, Dara Jeannene
Dissertations/Theses - Doctoral Dissertations
English
Principals must be instructional leaders in their schools in order to adhere to federal, state, and local mandates as well as being able to discern that the programs for students with disabilities are being developed and implemented with fidelity to meet the needs of those students. The transition a school goes through to include students with disabilities in the regular classroom is a change that affects everyone: faculty, staff, students, and parents. Best practice should emerge from what is currently known about implementing special education programs. This research study will focus on ways principals and support personnel (i.e. staff-teachers/administrators) work together or collaborate in developing and implementing an inclusion program; factors in principal preparation and professional development programs that influence principals' perspectives and perceptions of special education; and how principals establish a vision, make decisions, and allocate/arrange resources when their schools are implementing inclusion programs. Collaboration should be a crucial element to creating and maintaining successful inclusive schools. Using the three research questions as a foundation, this study used a qualitative, case study research approach to investigate the perceptions that principals, teachers (both regular education and special education), and central office support staff have on developing and implementing special education inclusion programs in their schools. Semi-structured interviews, observations and field-notes from classroom observations were utilized as data collection tools to assure that a reliable qualitative study was accomplished. Through these methods I was able to observe, examine and analyze the specific situations and experiences of the teachers and students in the school settings. The principal's responsibilities with regards to special education are: to develop/continue programs that adhere to the law/policy; encourage communication and collaboration with special education staff; attend IEP meetings; keep current on what works; monitor/evaluate their school's current practices for process improvement. More importantly, giving teachers opportunities for good quality professional development on how to be an effective inclusion co-teacher and what that looks like in the classroom is crucial to effective implementation of an inclusion program. The principalship should include visionary leadership qualities, efficient operations management, high quality instructional leadership, and advocacy practices that address the specific needs of students. These elements should be evident in services for students with disabilities, or more specifically, the inclusionary or co-teaching practices at the school. Principals should be knowledgeable of special education law and policy as well as developing an environment that encourages and supports collegiality among staff members. This change in philosophy to educating exceptional children in the regular classroom has resulted in a cultural change in many schools. The principal is at the center of this cultural change and is the central agent responsible for transitioning schools to inclusion in the regular education classroom where special education students are provided the necessary supports in order to learn alongside their non-disabled peers. There are two general principles as to why schools should implement inclusion programs for their special education students. First, services in the least restrictive environment for students with disabilities are required by law-IDEA. Second, inclusive practices give students with disabilities access to the general curriculum. [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.]
ED551939
The Principal's Role in the Implementation of a Middle School Inclusion Program
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Greensboro
2012-00-00
978-1-2678-5929-7
166
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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2015
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
Individual Characteristics
Intervention
Predictor Variables
Behavior Modification
Child Behavior
Behavior Problems
Outcomes of Treatment
Kindergarten
Grade 1
Grade 2
Elementary School Students
Correlation
Multiple Regression Analysis
Expressive Language
Language Skills
Pellecchia, Melanie
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Grade 2
Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with significant heterogeneity in outcome for these individuals. Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discrepancies in outcome are evident within the literature. The heterogeneity in treatment outcome has been hypothesized as related to the heterogeneity of children included within the autism spectrum as well as differences related to treatment variables. The current study evaluated individual child characteristics and differences related to intervention intensity and fidelity as predictors of outcome after one year of exposure to a behaviorally based intervention. The primary goal of this study was to identify individual and treatment level characteristics that were predictive of differences in outcome for children with ASD. Information was gathered from a total of 368 students with autism spectrum disorders in kindergarten through second grade classrooms in the School District of Philadelphia. Correlational analyses and multiple regression analyses indicated that increased levels of expressive language skills at the start of the intervention year were correlated with and predictive of improved outcome. However, no other child level variables were related to differential outcomes. Additionally, higher levels of treatment intensity and treatment fidelity were associated with improved outcome. [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.]
ED551940
Predictors of Outcome for Children with Autism Receiving a Behavioral Intervention
ProQuest LLC
Ph.D. Dissertation, Temple University
2013-00-00
978-1-2678-6096-5
113
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549600
2015
As Provided
JAN2020
No
Public Schools
Secondary Schools
Resource Allocation
Models
Statistical Analysis
Correlation
Low Income Groups
Science Achievement
Biology
Educational Finance
Surveys
High Schools
Reid, Brandy T.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Secondary Education
High Schools
The state of Georgia has a constitutional obligation to provide an adequate and free public education, financed by taxation, for the citizens of the state. Increased accountability measures, continuing projected budget shortfalls, and public resistance to raising property taxes are current challenges for public schools. This study attempted to examine the allocation of educational resources through elements of the Prototypical School Model developed by Odden, Archibald, Fermanich, and Gross (2003) and consistent with Odden and Picus (2008) and Odden (2012). Research participants consisted of 22 secondary schools in the state of Georgia. A discrepancy analysis was conducted between school responses on a survey and the recommended levels of allocation per the Prototypical High School Model. Correlation to Biology End-of-Course-Test pass rate and Free and Reduced Lunch populations was established through the application of the Spearman rho correlational analysis. A significant correlation was found between school's Biology End-of-Course-Test pass rate and the school's percentage of students receiving Free and Reduced Lunch. [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.]
ED551941
Georgia Secondary School Resource Allocation Practices: Correlation to Achievement and Socioeconomic Status
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2012-00-00
978-1-2678-4479-8
144
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2015
As Provided
JAN2020
No
Reading Fluency
Oral Reading
Achievement Tests
Correlation
English Language Learners
Elementary School Students
Spanish
English
Bilingual Education
Second Languages
Second Language Learning
Language Proficiency
Regression (Statistics)
Bilingual Students
Bilingualism
Ganan, Brian J.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Elementary Education
Grade 2
Grade 3
This study examined the relationship between Spanish oral reading fluency (ORF) at the end of second grade and students' performance on the third grade ISAT reading test. The major research question guiding this study was: What is the direction and strength of the relationship between performance on the 2nd grade IDEL FLO, a Spanish language ORF assessment, for students enrolled in County School District's Bilingual Spanish program and their third grade English-based ISAT reading scores? Cummins' Developmental Interdependence theory served as the framework for the study. This theory suggests that proficiency in a second language is dependent upon a well-developed first language (Zelasko, 2003). Although there have been numerous studies that demonstrated a strong relationship between English oral reading fluency assessments and performance on English high-stakes reading tests, there are very few research projects that have attempted to correlate Spanish ORF and performance on English reading tests. The results of the study determined the Pearson correlation coefficient between the second grade IDEL FLO and third grade ISAT reading. In addition, the relationship between the two exams was further investigated via a linear regression model. Several suggestions for program implementation and instructional practices were developed via this study. [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.]
ED551942
The Fluidez en La Lectura Oral (FLO) Portion of the Indicadores Dinamicos De Exito en La Lectura (IDEL) and the English Language Portion of the Illinois Standard Achievement Test (ISAT): A Correlational Study of Second and Third Grade English Language Learners
ProQuest LLC
Ed.D. Dissertation, Roosevelt University
2012-00-00
978-1-2678-6524-3
146
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549823
2015
As Provided
JAN2020
No
Online Courses
Science Education
Science Laboratories
Technology Uses in Education
Information Technology
Student Attitudes
Online Surveys
College Students
College Graduates
Models
Computer Attitudes
Teaching Methods
Educational Technology
Barnes, Brenda C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population. The purpose of this correlational, survey research study was to explore factors that affect use and acceptance of ICT among laboratory science students through the theoretical lens of the unified theory of acceptance and use of technology (UTAUT) model. An electronically delivered survey drew upon current students and recent graduates (within 2 years) of accredited laboratory science training programs. During the 4 week data collection period, 168 responses were received. Results showed that the UTAUT model did not perform well within this study, explaining 25.2% of the variance in use behavior. A new model incorporating attitudes toward technology and computer anxiety as two of the top variables, a model significantly different from the original UTAUT model, was developed that explained 37.0% of the variance in use behavior. The significance of this study may affect curriculum design of laboratory science training programs wanting to incorporate more teaching techniques that use ICT-based educational delivery, and provide more options for potential students who may not currently have access to this type of training. [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.]
ED551943
Use and Acceptance of Information and Communication Technology among Laboratory Science Students
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-2678-6518-2
224
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549818
2015
As Provided
JAN2020
No
Males
Student Needs
Elementary School Students
Public Schools
African American Students
Grade 3
Grade 4
Grade 5
At Risk Students
Qualitative Research
Surveys
Academic Achievement
Achievement Gains
Alston, Curtis E.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen on a Mission, focused on students in 3rd through 5th grades. The research questions addressed the extent to which the program met the social and academic needs of the school's at risk male student participants. The theoretical framework for this study included Maslow's hierarchy of needs theory and Alderfer's existence, relatedness, and growth theory. A qualitative micro-level program evaluation approach was used. Survey data were collected from students and mentors; archival student achievement and discipline data were also collected and reviewed. Analyses included coding survey responses by program goals, triangulating findings for student and mentor participants, and descriptive reporting of academic and discipline data. Results revealed that all program participants perceived the program positively for its social and academic benefits. For students, steady academic progress in reading and math on county benchmark assessments and decrease in discipline referrals were documented. Recommendations for the program were that mentors focus on direct instruction, collaborate with grade level teachers, and use student data to guide mentoring activities. Positive social change might occur for students and communities if schools implement mentoring programs to prevent negative behaviors and improve academic performance of at-risk young male students. [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.]
ED551944
Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-6516-8
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549816
2015
As Provided
JAN2020
No
Middle School Students
Reading
Student Experience
Reading Achievement
Self Efficacy
Rural Schools
Gender Differences
Reading Habits
Racial Differences
Statistical Analysis
Literature Appreciation
Warren, Christie Lynette
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Middle Schools
Secondary Education
Junior High Schools
This doctoral study examined the relationship between middle school students' reading experiences and behaviors, reader self-perceptions, and reading achievement. This study also explored whether or not the characteristics of middle school readers differ because of gender or ethnicity. Participants attended a rural middle school, grades six through eight, in a South Texas farming community. Over half of the students believed reading was important and read at least once or twice a week. A majority of students also preferred to read text messages, magazines, websites, and fiction. A higher percentage of females than males enjoyed reading, read because they believed it was fun, and read realistic teen fiction. More Caucasian students than Hispanic students enjoyed reading and believed reading was important. A majority of students, regardless of gender or ethnicity, held positive reader self-perceptions and attained the passing standard on the TAKS. Statistical analyses revealed that students with more positive reader self-perceptions scored higher on their TAKS, as did female and Caucasian students. Students who enjoyed reading and read more frequently also scored statistically significantly higher on their TAKS. Females ranked higher than males in their enjoyment of reading and belief that they read enough; males ranked higher in their belief that reading is boring and that they do not read well. On the average, Caucasian students ranked higher than Hispanic students in their enjoyment of reading, number of books in their homes, and the belief that reading is important. The more teachers know about their students' experiences and interests, the more they can "tailor-fit" their instruction and locate reading materials that will promote interest and achievement in reading. Teachers who know their students' reader self-perceptions can work to maintain and improve them by creating a learning environment conducive to student success, which will foster students' feelings of competency with reading and transfer to the literacy tasks of their content area classes, as well as their reading outside of school. In addition, the achievement gaps between the genders and between the two predominant ethnicities confirm the need for teachers to be responsive to their students' individual needs and interests as learners. [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.]
ED551945
Middle School Students' Reading Experiences and Behaviors and Their Relationship to Reading Achievement and Self-Efficacy: A Study of One Rural Middle School in South Texas
ProQuest LLC
Ph.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6499-4
278
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549810
2015
As Provided
JAN2020
No
Hmong People
Asian American Students
Race
Ethnicity
College Environment
Student Experience
Racial Identification
Case Studies
Semi Structured Interviews
College Students
Public Colleges
Stereotypes
Vue, Rican
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Hmong American students and their struggles are largely invisible yet grossly misunderstood when seen. This study reveals how Hmong Americans negotiate the contours of race and ethnicity to construct an affirming identity on their respective university campuses. A framework of campus racial climate is employed to investigate how institutional context shapes students' experiences of race and ethnicity, which are processes of racial formation. Case study methodology and semistructured interviews with 40 Hmong American students are used to compare the experiences at two selective public universities with varying institutional dimensions. At one institution, Hmong Americans exhibit a critical mass inside and outside of the predominantly White campus. In the other institution, there exists a plurality of Asian American and Pacific Islander Americans (AAPIAs); however, Hmong Americans are underrepresented on campus and absent in the larger institutional context. The findings illuminate the complex negotiations of identity for Hmong students and how contexts inform racial formation. First, the project of identity involved constraints from both ethnic community outsiders and insiders; however, constraints from the inside were complicated by racialization. Race and racism operated through various stereotypes to constrain the identity and experiences of Hmong American students as both Asian and Hmong. These racial stereotypes mirrored larger racial understandings and reflected how students experience the campus racial climate. Second, individual and collective acts of ethnicity benefited from community, but also necessitated addressing intercommunity tensions and commitments. Ethnicity was cultivated in community spaces and provided a means for identity affirmation and self-determination through expressions that acknowledged diversity and difference inherent in the Hmong communities. Finally, the contours of race and ethnicity were shaped by structural diversity, historical legacy of inclusion and exclusion, and the proximity of co-ethnic community, illustrating how these dimensions inform racial formation processes. The dynamics of these institutional dimensions inform negotiations regarding the status of Hmong students within educational spaces and illustrate that status is never fixed and subject to agency and structure. The findings elucidate the intersectional marginalization of Hmong Americans in higher education in order to inform policy, practice, and research. [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.]
ED551946
Contours of Race and Ethnicity: Institutional Context and Hmong American Students' Negotiations of Racial Formation in Higher Education
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-2678-6498-7
281
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549809
2015
As Provided
JAN2020
No
Professional Development
Teacher Evaluation
Educational Practices
Program Evaluation
Power Structure
Case Studies
Torres, Dalia
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
The purpose of this deconstructive case study was to conduct a Foucauldian power/knowledge analysis constructed from the perceptions of three teachers at an intermediate school in South Texas regarding the role of the teacher evaluation process and its influence on instructional practices. Using Foucault's (1977a) work on power/knowledge, of special interest were issues of surveillance, binary relationships, discipline and punishment, and accommodations and resistance. Grounded in the history and politics of evaluation in public education, this study situates the role of Professional Development Appraisal System (PDAS), which is the teacher evaluation system in Texas on instructional practices. The findings indicate that PDAS has served to generate a strong oppressive network of power relations wherein the participants continually struggle between resisting and realigning themselves to the grand narrative of what it means to get the desired label assigned to them through the evaluation checklist system. The strength of the network has impacted the participants to the extent that they have become institutionalized in their instructional practices, disciplined themselves even when not needed, and surrendered their agency repeatedly. Consequently, the teachers became similar to each other in appearance, much like widgets. The implications for this study reflect the role various stakeholders and power relations can play in the teacher evaluation process, including teachers, administrators, teacher educators, and educational leaders. [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.]
ED551947
The Beady Eye of the Professional Development Appraisal System: A Foucauldian Cross-Case Analysis of the Teacher Evaluation Process
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6494-9
271
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549806
2015
As Provided
JAN2020
No
College Freshmen
Stress Variables
Anxiety
Science Education
Grade Point Average
Majors (Students)
Mixed Methods Research
Correlation
Hispanic American Students
Engineering Education
Self Efficacy
Predictor Variables
Acculturation
High Schools
College Entrance Examinations
Scores
College Credits
Qualitative Research
Role
Biculturalism
Self Concept
Ethnicity
Family Relationship
McNamara, Mark W.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed methods explanatory sequential model. The non-probability sample consisted of 98 university science and engineering students. The study participants had high science self-efficacy, low number of stressors, and were slightly Anglo-oriented bicultural to strongly Anglo-oriented. As expected, the control variables of SAT score and high school GPA were statistically significant predictors of the outcome measures. Together, they accounted for 19.80% of the variation in first year GPA, 13.80% of the variation in earned credit hours, and 11.30% of the variation in intent to remain in the science major. After controlling for SAT scores and high school GPAs, self-efficacy was a statistically significant predictor of credit hours earned and accounted for 5.60% of the variation; its unique contribution in explaining the variation in first year GPA and intent to remain in the science major was not statistically significant. Stress and acculturation were not statistically significant predictors of any of the outcome measures. Analysis of the qualitative data resulted in six themes (a) high science self-efficacy, (b) stressors, (c) positive role of stress, (d) Anglo-oriented, (e) bicultural, and (f) family. The quantitative and qualitative results were synthesized and practical implications were discussed. [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.]
ED551948
Self-Efficacy, Stress, and Acculturation as Predictors of First Year Science Success among Latinos at a South Texas University
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6476-5
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549795
2015
As Provided
JAN2020
No
Service Learning
High School Students
Disabilities
Case Studies
Regular and Special Education Relationship
Interviews
Teacher Attitudes
Coding
Training
Teamwork
Stakeholders
Special Education Teachers
Student Participation
Moderate Mental Retardation
Cox, Lakeshia L. Ligon
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The practice of service-learning is growing. However, service-learning activities seldom involve high school students with moderate mental disabilities working with peers without disabilities. The purpose of this case study was to gain an understanding of the experiences of personnel who work in partnership with students with disabilities and nondisabled students on a service-learning activity. Allport's contact theory was the basis of the conceptual framework. Interview data were collected from educators and other personnel associated with this service-learning activity. Inductive analysis was used to analyze and code data to establish the following themes: (a) service-learning minimized differences between disabled and nondisabled students, (b) service-learning required training, (c) service-learning participants worked as partners, and (d) stakeholders became supporters of the service-learning participants. It is recommended that special educator teachers examine the results of this case study for methods to increase their students' involvement in the school community. The findings are also of interest to regular educators seeking information on inclusive activities. The findings are discussed in relation to sharing information with fellow special educators and general educators interested in increasing collaborative pursuits in an effort to effect social change. [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.]
ED551949
Engaging Students with Moderate Mental Disabilities and Nondisabled High School Students as Service-Learning Collaborators
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4487-3
140
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548771
2015
As Provided
JAN2020
No
Faculty Development
College Faculty
Online Courses
Virtual Universities
Mixed Methods Research
Educational Needs
Interviews
Teacher Attitudes
Surveys
Questionnaires
Classification
Independent Study
Teaching Methods
Training
Instructional Effectiveness
Delivery Systems
O'Connell, Kristen
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Faculty training in new methodologies and effective teaching practices can improve how faculty adapt to the needs of online teaching. At an online college network, a need was identified for appropriate and effective professional development training for online faculty members. The purpose of this mixed methods study was to assess the training needs for those online faculty members. The conceptual framework for this study consisted of Biggs' framework for constructive alignment, Kirkpatrick's faculty training methods, Palloff and Pratt's fundamental adaptions for online teaching. Three staff members from 3 online universities participated in a qualitative interview. Within this design, 184 online faculty members were surveyed using a quantitative questionnaire modeled after Biggs' (presage-process-product) model as modified by Freeth and Reeves. Kirkpatrick's model of educational outcomes was used to classify and analyze faculty development needs. The development of new training methods such as self-paced online courses and online courses with a deadline were identified by online faculty as a need for improvement. Based on faculty responses, a project was designed that consisted of the 4 effective areas of professional development training chosen by faculty members. Based on faculty responses to the survey, self-paced online courses and Elluminate training were chosen as the most effective delivery modes for the online trainings. Feedback throughout the year will be collected on these trainings to ensure faculty satisfaction and effectiveness of the training. This study promotes positive social change by providing effective delivery methods that will lead to a more successful and interactive collegiate experience for faculty members and their online students. [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.]
ED551950
Professional Faculty Development for Teaching Online Courses at a Proprietary University
ProQuest LLC
Ed.D. Dissertation, Walden University
2012-00-00
978-1-2678-4565-8
146
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548787
2015
As Provided
JAN2020
No
State Legislation
Physical Education
Physical Activity Level
State Standards
Physical Fitness
Elementary School Students
Elementary Schools
At Risk Students
School Size
School Culture
Correlation
Online Surveys
Statistical Analysis
Multiple Regression Analysis
Principals
Administrators
School Districts
Scores
Health Promotion
State Policy
Evans, Miriam Jones
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Elementary Education
This study explores factors associated with implementation of the physical education and physical activity standards of the South Carolina Students Health and Fitness Act of 2005 in Title I elementary schools. The study was framed using selected components of the diffusion of innovations theory, which looked at characteristics of the law and their influence on level of implementation of the law. Additionally, factors of the school organization (size, school culture, system support, system openness) were studied for possible association with implementation. Methods: Electronic surveys were designed and administered through Survey Monkey, one targeting principals and another targeting physical activity directors. SAS statistical software was used to analyze collected data. Multiple regression analysis was used to determine associations of independent and dependent variables. Results: A total of 37 principals and 36 physical activity directors from 55 school districts participated in this cross-sectional study. The only factor found to be statistically significant to level of implementation was compatibility as perceived by principals. Of a possible maximum index score of 12, the mean score for implementation of requirements as reported by the 36 physical activity directors was 8.29. Conclusion: Like with any research study, this study has several limitations including a small sample size, missing and incomplete responses, self-reporting by respondents. However, despite the limitations, this study is important to the field of school health promotion because it 1) provides insight on physical education and physical activity policy implementation in school organizations and 2) provides insight on what is required and the relationship between school level practices compared to state level policy. [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.]
ED551951
Factors Associated with Implementation of the South Carolina Students Health and Fitness Act of 2005: Elementary School Principals' and Physical Activity Directors' Ratings
ProQuest LLC
Ed.D. Dissertation, University of South Carolina
2012-00-00
978-1-2678-4575-7
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548795
2015
As Provided
JAN2020
No
Teacher Attitudes
English Teachers
English (Second Language)
Second Language Instruction
Second Language Learning
Computer Assisted Instruction
Teaching Methods
Adult Students
English Language Learners
Qualitative Research
Interviews
Surveys
Phenomenology
Teacher Role
Instructional Effectiveness
Educational Innovation
Feng, Yu Lin
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
A growing number of studies have reported the potential use of computer-assisted language learning (CALL) and other types of technology for ESL and EFL students. So far, most studies on CALL have focused on CALL-classroom comparisons (Chenoweth & Murday, 2003; Chenoweth, Ushida, & Murday, 2007; Fitze, 2006; Neri, Mich, Gerosa, & Giuliani, 2008), students' perceptions of and attitudes toward CALL (Lee, 2005; Lin, Winaitham, & Saitakham, 2008; Winke, Goertler, & Amuzie, 2010; Miyazoe & Anderson, 2010), and students' preparedness and training for CALL (Altun, 2004; Barrette, 2001; Winke & Goertler, 2008). Clearly, research already offers new insights based on students' own voices and experiences in CALL environments. However, little attention has been paid to the experiences and perceptions of teachers, especially those who are teaching adult English language learners (Bloch, 2004; Byrne, 2007; Chang, 2007; Chinnery, 2008; Hampel & Stickler, 2005; Marriott & Torres, 2009). Even though CALL applications can potentially energize ESL/EFL students, it is clear that, without technologically prepared teachers, the CALL environment might not be effective. This study explored ESL and EFL teachers' experiences and perceptions towards the use of CALL to teach adult English language learners, and how CALL could impact language teaching and learning. Furthermore, this study explored a number of factors affecting the ESL and EFL teachers' integration of CALL. For the qualitative data collection, sixteen participants (8 ESL & 8 EFL) were interviewed for approximately 40-60 minutes and asked to share their background information and to reflect on their perceptions about CALL in English teaching and learning. For the quantitative data collection, eighty participants (40 ESL & 40 EFL) took approximately 5-10 minutes to complete the study's survey (PCALLS). In the PCALLS, participants were asked to describe their background information and perceptions toward CALL. The procedure to analyze the data comprised two phases, corresponding to the three qualitative and three quantitative research questions. Data gleaned from in-depth interviews were analyzed utilizing the phenomenological approach to data analysis; data obtained from survey were analyzed using the SPSS 18.0 package for Mac. Overall findings indicated that the ESL and EFL teachers in this study held positive perceptions and attitudes toward the integration of CALL. However, technology was recognized as a momentous but supplementary tool and was used in a predominantly traditional way and a teacher-centered setting. Findings also suggested that the ESL and EFL teachers in CALL-integrated classrooms were more classroom facilitators and less information providers who developed students' ability to learn English independently. Hence, with respect to the roles of teachers, there is an inconsistency between the ESL and EFL teachers' beliefs and actual practices. With respect to learning from participation in CALL, students with any English proficiency level benefited, students enhanced their language skills, and students had ample opportunities to interact with authentic English language materials and native speakers of English. Furthermore, with respect to teaching, CALL promoted innovative teaching practices, increased English teaching effectiveness, and improved instructional approaches and strategies. Finally, teacher-, student- and instructional-related factors were related to effective use of CALL in classrooms. Practical implications for instructional practice and school policymakers and administrators included the creation of a "CALL Club," the creation of a "Mentoring Committee," the use of free resources available online, and the requirement of CALL-related training in preservice ESL/EFL teacher preparation programs. [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.]
ED551952
English Language Teachers' Perceptions of Computer-Assisted Language Learning
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-6257-0
371
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549718
2015
As Provided
JAN2020
No
Principals
Elementary Schools
Elementary School Students
Scientific Attitudes
Administrator Attitudes
Knowledge Level
Science Achievement
Correlation
Statistical Analysis
Online Surveys
Questionnaires
Demography
Measures (Individuals)
Multiple Regression Analysis
Predictor Variables
Administrator Characteristics
Institutional Characteristics
Mediation Theory
Prediction
Statistical Significance
Economically Disadvantaged
Khan, Uzma Zafar
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
The aim of this quantitative study was to investigate elementary principals' beliefs about reformed science teaching and learning, science subject matter knowledge, and how these factors relate to fourth grade students' superior science outcomes. Online survey methodology was used for data collection and included a demographic questionnaire and two survey instruments: the K-4 Physical Science Misconceptions Oriented Science Assessment Resources for Teachers (MOSART) and the Beliefs About Reformed Science Teaching and Learning (BARSTL). Hierarchical multiple regression analysis was used to assess the separate and collective contributions of background variables such as principals' personal and school characteristics, principals' science teaching and learning beliefs, and principals' science knowledge on students' superior science outcomes. Mediation analysis was also used to explore whether principals' science knowledge mediated the relationship between their beliefs about science teaching and learning and students' science outcomes. Findings indicated that principals' science beliefs and knowledge do not contribute to predicting students' superior science scores. Fifty-two percent of the variance in percentage of students with superior science scores was explained by school characteristics with free or reduced price lunch and school type as the only significant individual predictors. Furthermore, principals' science knowledge did not mediate the relationship between their science beliefs and students' science outcomes. There was no statistically significant variation among the variables. The data failed to support the proposed mediation model of the study. Implications for future research are discussed. [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.]
ED551953
Investigating Elementary Principals' Science Beliefs and Knowledge and Its Relationship to Students' Science Outcomes
ProQuest LLC
Ph.D. Dissertation, Syracuse University
2012-00-00
978-1-2678-7419-1
223
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550363
2015
As Provided
JAN2020
No
Civil Rights
Social Justice
Transformative Learning
Action Research
Participatory Research
Communities of Practice
Inquiry
Educational Practices
Research Projects
Social Change
Teaching Methods
Hersey, Page Elizabeth
Dissertations/Theses - Doctoral Dissertations
California
California
English
Human rights education (HRE) holds the potential for educators to begin an honest dialogue with students and to connect local issues with international struggles for human rights. However, HRE and other teaching approaches that build understanding of systems of power and oppression that lead to human rights violations are not widely embraced in U.S. schools. In this participatory action research (PAR) study, a group of five educators in the San Francisco Bay Area examined the development and implementation of HRE and social justice education. Broad research questions guided the group process, asking how educators engaged with youth about human rights and social justice and how these issues connected to students' lives. The team developed as a community of transformative intellectuals, creating an educational space devoted to critique and social change. Simultaneously each teacher selected an individual research project connected to her own teaching setting. These projects ranged from a classroom human rights blog to a school-wide anti-bullying movement. Research data consisted of transcriptions of monthly team meetings, communications among the research team, researcher reflections, and classroom observations. Emergent themes included the power of PAR as a tool for professional and personal transformation and shared understandings about effective methods of teaching for social change, such as HRE and other approaches. Results highlighted examples of democratic classroom spaces where students discussed and investigated issues that mattered in their own lives, even when the conversations were challenging. This PAR study emphasized the need for teacher inquiry to support changes in practice and transformation of the education system. Teacher researchers confirmed that a supportive team encouraged them to go beyond what they were capable of doing alone. Second, this research established that HRE must be relevant and meaningful to students' lives in order to position youth to become agents of change in their schools, communities, and the world. Finally, the study contributed to conversations on the power of critical, transformative HRE to link local issues with transnational struggles for human rights. [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.]
ED551954
Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education
ProQuest LLC
Ed.D. Dissertation, University of San Francisco
2012-00-00
978-1-2678-6363-8
203
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549767
2015
As Provided
JAN2020
No
Foreign Countries
Grade 11
Identification (Psychology)
Mathematics Instruction
Mathematics Skills
Learner Engagement
Knowledge Level
Student Attitudes
Self Concept
Learning Activities
Interviews
High School Students
Low Achievement
Secondary School Mathematics
Focus Groups
Personal Narratives
Underachievement
Low Income Groups
Cranfield, Corvell
Dissertations/Theses - Doctoral Dissertations
South Africa
South Africa
English
Grade 11
Secondary Education
High Schools
The construct of mathematical identity has recently been widely used in mathematics education with the intention to understand how students relate to and engage (or disengage) with mathematics. Grootenboer and Zevenbergen (2008) define mathematical identity as the students' knowledge, abilities, skills, beliefs, dispositions, attitudes and emotions, that relates to mathematics and mathematics learning. A key part of this relationship that students have with mathematics is the students' evolving sense of self to understand how mathematics fits with this self (Black et al, 2010). Research shows that students' identity has many facets or multiple identities that are formed throughout their life history; engagement with their peers, family, and teachers; as well as engagement with mathematical tasks. Doing mathematics can be viewed as mathematical activity that involves integrating mathematical thinking by using mathematical facts and knowledge, and requires active student learning. Mathematical tasks used in the classroom form the basis for student's learning (Doyle, 1988) and different tasks are used to develop different types of skills and thinking (QCDA report). These tasks often appear in curricular or instructional materials in textbooks and should be within the current experiential space of students (Jurdak, 2008). This study investigated how the mathematical identities of low achieving South African eleventh graders are related to their ability to solve mathematical tasks. I used a variety of methods including mathematical stories, biographical interviews, focus-group interviews, mathematical tasks, and clinical interviews. These methods were used to investigate the salient features of mathematical identity, the performance in mathematical tasks, and the relationship between mathematical identity and mathematical performance. This case study focused on five eleventh graders who were underperforming in mathematics at a low-socioeconomic school located in a working class community in the Western Cape Province in South Africa. The framework for analysis used concepts from Leont'ev's (1981) cultural historical activity theory, but build on the construct of a "leading identity", which formed the basis for the study's theory of identity (Black et al., 2010). This notion of leading identity suggests a hierarchy of motives, with the most significant motive forming the leading identity. My results show that the relationship between math identity and math performance are characterized by "discontinuities and continuities" (Stentoft & Valero, 2009) between these two components. This conceptualization helped in understanding and explaining the fragility of mathematical identity as produced in practice. I discuss the implications of this relationship between math identity and math performance for future research, teachers, and math education. [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.]
ED551955
How Are the Mathematical Identities of Low Achieving South African Eleventh Graders Related to Their Ability to Solve Mathematical Tasks?
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2013-00-00
978-1-2678-9151-8
259
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551399
2015
As Provided
JAN2020
No
Educational Quality
Satisfaction
Student Attitudes
Online Courses
Peer Evaluation
College Faculty
College Students
Influences
Statistical Analysis
Simpson, Jill Mask
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to examine student perceptions of quality and satisfaction in regionally accredited online courses. This study intended to answer the following four research questions (1) Is there a significant difference in levels of student satisfaction between online courses that have undergone a systematic faculty peer review process and online courses that have not undergone a systematic faculty peer review process?; (2) Is there a significant difference in levels of student satisfaction between online courses that have not undergone a systematic faculty peer review process but are affiliated with a peer review program and online courses that have no affiliation with a peer review program?; (3) Which factors of quality instruction most directly relate to increased levels of student satisfaction in online courses that have been faculty peer reviewed?; and (4) Which factors of quality instruction most directly relate to increased levels of student satisfaction in online courses that have not been faculty peer reviewed but are affiliated with a peer review program? A total of 157 responses (out of 1,774 solicited) were obtained from the student satisfaction questionnaire, which is a 9% student response rate. A total of 7 responses (out of 54 solicited) were obtained from the course designer questionnaire, which is a 13% course designer response rate. Results of the study confirmed with statistical significance that students who were more comfortable with distance learning reported higher satisfaction with their online course. Results of the study also indicated that online courses that have undergone a formal peer review may lead to higher student satisfaction in the course. Surprisingly, however, results also indicated that courses that have not undergone a formal peer review but that are offered at institutions that are subscribed to a peer review program may lead to lower student satisfaction of the course. Both of these results were non-significant. The researcher recommends striving for statistical significance in future research by using a larger sample size. Additionally, the researcher recommends future research regarding the correlation of student satisfaction to peer review subscriptions, even without a formal peer review. [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.]
ED551956
Student Perceptions of Quality and Satisfaction in Online Education
ProQuest LLC
Ph.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6983-8
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550086
2015
As Provided
JAN2020
No
Preservice Teachers
Cooperating Teachers
Teacher Collaboration
Personality Traits
Surveys
Opinions
Pilot Projects
Test Reliability
Test Validity
Factor Analysis
Factor Structure
Personality Measures
Placement
Interpersonal Relationship
Lawley, Jennifer Avery
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study investigated the opinions of collaborative relationships of pre-service and cooperating teachers during the internship semester. The primary purpose of the study was to determine if purposefully pairing pre-service and cooperating teachers with similar personality traits improved the opinions of collaboration. Using the method of purposeful pairing and a randomly assigned comparison group, the quality of opinions of collaboration were analyzed. Prior to the main study, a pilot study used the Opinions of Collaborative Relationships Survey (OCRS) was created by the researcher. The pilot study involved 50 participants who were randomly assigned for a practicum placement. Twenty-five of the participants were pre-service teachers. The remaining half of the participants were cooperating teachers with whom the pre-service teachers were paired. Psychometric analysis indicated the OCRS to be reliable (Cronbach's alpha = 0.95) and valid. Two factors were extracted using exploratory factor analysis. The two factors that were extracted were: I) components of collaboration; and II) future use of strategies learned. In the final study, the Opinions of Collaborative Relationships Survey (OCRS) and the True Colors personality assessment were administered. This study involved 66 participants that consisted of 32 pre-service and 34 cooperating teachers. Thirty-two participants were purposefully paired based on dominant personality type (blue, gold, green, orange). The remaining 34 participants were randomly assigned. A confirmatory factor analysis (CFA) was conducted to determine the accuracy of the instrument's factor structure and found that the two-factor solution can be retained. There were two key findings from this study. The first key finding was there was no significant interaction found between method of pairing (purposeful, random), teacher classification (pre-service, cooperating), and dominant personality type (blue, gold, green, orange) on opinions of collaboration. However, there was a significant difference found between opinions of collaboration between classification of teachers. The second key finding from this study was the vastly different opinions of collaboration between classification of teachers. Cooperating teachers consistently rated opinions of collaboration for this study lower than pre-service teachers. Specifically, a significant difference was found between pre-service and cooperating teachers related to the internship being a positive experience and future use of strategies learned during the semester. [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.]
ED551957
Pairing of Pre-Service and Cooperating Teachers during Student Internship: Opinions of Collaborative Relationships
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-6954-8
111
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550059
2015
As Provided
JAN2020
No
Educational Practices
Mentors
Academic Achievement
Males
African Americans
Qualitative Research
Program Implementation
Intervention
Institutional Characteristics
Focus Groups
Interviews
Whites
Student Attitudes
College Students
Coonrod, Curtis C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this action research study is to evaluate the impact of the intervention on student satisfaction of African American males enrolled at a predominantly White institution (PWI), through meaningful engagement activities and mentoring relationships, thus improving their persistence rates at State University (pseudonym). This highly qualitative study gathered data primarily through focus groups and personal interviews of African American males to determine best strategies for improving the overall campus experience leading to higher student satisfaction and academic success. The data collected for this study validates the importance of mentoring relationships for African American males enrolled at a PWI. Furthermore, that data suggests that this relationship is critical not only for the students' academic success but also for assistance with fitting in at a PWI. [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.]
ED551958
Implementing a Mentoring Program for African American Males to Improve Student Satisfaction at a Predominantly White Institution
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-4897-0
107
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548971
2015
As Provided
JAN2020
No
Hmong People
Student Attitudes
Disadvantaged Youth
Youth Programs
Social Bias
Personal Narratives
College Students
Student Empowerment
Student Rights
Gender Issues
Student Participation
Coping
Curriculum
Ethnography
Semi Structured Interviews
Focus Groups
Data Collection
Daniels, Quincey L.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
The purpose of this study was to determine the perceptions of Hmong students regarding the Upward Bound Program and how those perceptions related to their participation in the program. A critical ethnography of Hmong students in the Upward Bound Program was conducted and included an examination of potential inequities by creating a literal dialogue with the participants in the program. The study was steered by three research questions: (1) What is the dominant narrative for Hmong students who participate in the Upward Bound Program? How are the challenges of marginalization embedded in the narrative? (2) How does the Upward Bound Program currently provide support to empower students to prevent marginalization? (3) Based on the narratives of the Hmong students, what changes should be made to the Upward Bound Program to combat marginalization? A qualitative design was used with seven Hmong students who were in the Upward Bound Program at a university in Wisconsin. Semi-structured interviews and a focus group were used to collect data for the study. Findings of the study indicated that the Hmong students who were active in the Upward Bound Program did experience issues of marginalization outside of the Upward Bound Program. Hmong students believed that the Upward Bound Program is an effective tool in teaching students empowerment to stand up for their individual rights. Other results indicated that there were gender-related issues of marginalization that were unique to the Hmong community and may have an effect on participation in school and the Upward Bound Program. Based on these results, it is suggested that marginalization coping strategies be added to the curriculum of the Upward Bound Program. [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.]
ED551959
A Critical Ethnography of the Hmong Experience in the Upward Bound Program
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4898-7
145
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548972
2015
As Provided
JAN2020
No
Mathematics Teachers
Elementary School Teachers
Educational Change
Problem Solving
Mathematics Instruction
Communities of Practice
Teacher Attitudes
Pedagogical Content Knowledge
Teaching Methods
Interviews
Observation
Educational Environment
Alignment (Education)
Academic Standards
Goal Orientation
Rutherford, Vanessa
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 6
This study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs, knowledge, and instructional practices. Five PLC meetings were held throughout the year focused on implementing problem-solving activities into the classroom as a means to create a mathematics learning environment more aligned with the "Standards" (NCTM, 2000). Three observations of each participant were made while they incorporated a problem-solving activity into their classroom. Finally, a post interview and observation were conducted at the end of the year to again gather information on the participants' beliefs, knowledge, and instructional practices. Results indicate that the year-long problem-solving based PLC was effective in moving the participants' beliefs, knowledge, and instructional practices towards a more reform-based vision of school mathematics. The similarities and differences between the changes that both participants went through as well as factors that may have influenced them are also discussed. [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.]
ED551960
Exploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-6665-3
237
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549865
2015
As Provided
JAN2020
No
Instructional Design
Media Selection
Problem Based Learning
Constructivism (Learning)
Computer Mediated Communication
Electronic Learning
Online Courses
Case Studies
Semi Structured Interviews
Integrated Learning Systems
Educational Technology
Internet
Asynchronous Communication
Synchronous Communication
Feedback (Response)
Professional Development
Fells, Stephanie
Dissertations/Theses - Doctoral Dissertations
English
The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and the online learning environment provide a natural fit for the PBL process, the tools themselves vary in their affordance to facilitate the design of dPBL. Therefore, the media selection process is more complex, especially for the novice instructional designer who may not have the experience or professional knowledge to select appropriate media for the dPBL learning environment. The purpose of this study was to explore the media selection practices of experienced dPBL instructional designers. Novice instructional designers could benefit from research-based dPBL media selection guidelines drawn from the current practice of experienced dPBL designers. A descriptive case study design was utilized for this study. The researcher conducted in depth, semi-structured telephone interviews with 12 experienced dPBL instructional designers from six different countries. Interview transcripts, artifacts, interview notes, and the researcher journal were used in the data analysis phase. Findings related to the types of media experienced instructional designers utilized to facilitate the design of dPBL included (a) learning management systems, (b) web-based media, and (c) emerging technologies. Findings related to the factors that influenced experienced instructional designers media selection choices included (a) the PBL instructional method, (b) designers' perceived advantages and limitations of asynchronous and synchronous media, and (c) feedback from media pilots. Finally, a list of five interrelated media selection guidelines recommended by the experienced instructional designers included (a) focus on PBL learning activities, (b) integrate synchronous media, (c) explore web-based media and emerging technologies (d) engage in continued professional development, and (e) conduct media pilots. Recommendations for future research included (a) validating the media selection models described in this study, (b) validating the participants recommended media selection guidelines, (c) exploring how and to what extent emerging technologies are being integrated into dPBL design, and (d) comparing the media decision-making processes of experienced and novice dPBL instructional designers. [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.]
ED551961
Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4899-4
245
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548973
2015
As Provided
JAN2020
No
United States History
Educational History
Racial Bias
Chinese Americans
Asian American Students
Racial Segregation
Racial Integration
Interviews
Archives
Oral History
Thematic Approach
Community Influence
Cultural Influences
Minority Group Students
Educational Environment
Colleges
College Students
College Environment
Kao, Hsin-Yi
Dissertations/Theses - Doctoral Dissertations
Mississippi
Mississippi
English
Higher Education
Postsecondary Education
The historical integration of the University of Mississippi (UM) brought both national and local attention when James Meredith was escorted by U.S. Marshals to enroll and attend classes on October 1, 1962 (Cohodas, 1997; Doyle, 2001; Eagles, 2009). Since the integration of UM, racial issues and efforts to promote racial reconciliation primarily have been defined in binary terms of Black and White. In this way, few people hardly noticed that a small number of Chinese/Chinese American students were actually attending UM prior to the historic integration by Meredith, a circumstance present in other southern universities that led historian Peter Wallenstein (1999) to describe these institutions as "non-Black Universities" because their efforts to stall integration focused primarily upon the enrollment of Black southerners. This study focuses on the history of Chinese/Chinese American students who were the first enrolled at the University of Mississippi from 1946 to 1975. Using data collected from "Ole Miss Yearbooks" and interviews of the former Chinese American students who graduated between 1946 and 1975, the archival research and oral history project presented the development of Chinese/Chinese American students and portrayed their unique collegiate experiences at UM. Eight interviews were conducted in the oral history portion, four male and four female participants. Reviewing the interview transcriptions, eight themes were identified from the stories of the participants who attended UM between 1946 and 1975. The themes included: 1) growing up in the grocery store background; 2) close-knit community keeping Chinese traditions; 3) school was a big part--high value of education; 4) not Black, not White--being Chinese, American, and Chinese American; 5) different treatment; 6) James Meredith and Ole Miss; 7) good times at Ole Miss; 8) a family tradition to go to Ole Miss. Their stories in Mississippi and UM will help future generations to gain different perspectives of the past and inspire them to work hard and overcome obstacles to achieve professional careers. [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.]
ED551962
Chinese/Chinese American Students at the University of Mississippi from 1946 to 1975
ProQuest LLC
Ph.D. Dissertation, The University of Mississippi
2012-00-00
978-1-2678-6688-2
222
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549884
2015
As Provided
JAN2020
No
Dual Enrollment
High School Students
Academic Achievement
College Preparation
Educational Environment
English Instruction
Mathematics Instruction
College Credits
College Bound Students
Courses
Grades (Scholastic)
Comparative Analysis
Flores, Agnes L. Acker
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The "ex post facto" causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences were drawn. The non-probability sample consisted of 428 students who had taken the English dual credit course of which 342 were off-campus and 86 had taken the course on campus. There were 82 students who had taken the mathematics dual credit course of which 25 were off-campus students and 57 had taken the course on campus. The English and mathematics achievement grades were treated as ordinal data and Mann-Whitney U test showed that group differences on the basis of outcome measures were not statistically significant. The results suggest that when each setting adheres to the rigor of dual credit program standards, academic quality is maintained, academic achievement is comparable between students in the two settings, and college level learning is achieved. [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.]
ED551963
Dual Enrollment Programs: A Comparative Study of High School Students' College Academic Achievement at Different Settings
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6441-3
107
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549784
2015
As Provided
JAN2020
No
Parents
Parent Attitudes
African American Students
Academic Achievement
Interviews
Access to Education
Access to Information
Educational Experience
Educational Opportunities
Racial Factors
Cultural Influences
Social Capital
Working Class
Cultural Capital
Immigrants
Constructivism (Learning)
Racial Discrimination
Parent Participation
Collins Ayanlaja, Carole R.
Dissertations/Theses - Doctoral Dissertations
English
This study used existing data derived from interviews with parents of Black students who had participated in the Suburban School Achievement Study (SSAS) to explore what parents think about schooling, the schooling experiences of their children, and how they respond to their children's experiences and level of access to opportunities. This study highlighted the relationship parents have with their children's schooling in the context of race and culture by acknowledging the unique and significant space that Black students and their parents occupy in what some describe as America's "postracial" society. The primary theoretical frameworks that guided the study emphasized social capital and networks, as well as their operation both institutionally and among families. Stanton-Salazar's (1997) network-analytic approach provided a conceptual underpinning that places a great deal of importance on the formation of supportive ties or relationships with various types of institutional agents, gatekeepers, and informal mentors; these ties are considered critical for the success of minority and working-class youth. Coleman's (1988) theory of intergenerational closure established the concept of network support among families as a means to propel student success. To embed the ideology of Black cultural capital and funds of knowledge, the study references the work of Prudence Carter (2005) and Luis Moll (1992). Additionally, Ogbu's (2003) anthropologically based argument offered a compelling counter-explanation for why Black American students have been less successful in American schools than immigrant Black students. His controversial argument prompted thinking about the impact of culture as it relates to school success and was relevant to this study. This researcher approached the data analysis through an interpretive/constructivist paradigm. Several major findings emerged. Parents believed that their children experienced racial discrimination and that the school was uncommunicative with them. Parents also perceived that the school did not initiate an effective means to get information to them and involve them in school. Additionally, they did not form strong networks with peer parents that transmitted school information. Parents had a sense that social capital existed but felt that it seldom affected school matters and did not use it to maximize advocacy and support parental connections with the school. Based on the study's findings, the researcher formulated recommendations for school personnel, community policymakers, parents, and students. School personnel were advised to create opportunities for parent involvement and school--family goodwill development that build on families' individual strengths and take into account barriers that limit participation at school, including parent work schedules; such activities might include weekend and evening activities in which school personnel and parents can interact outside of school hours. Teachers were advised to maximize the effectiveness of parent-teacher conferences with Black parents by engaging in dialogue that focuses on the children's positive attributes as well as their weaknesses and identifying ways in which parents might assist their children at home. The researcher also suggested that teachers and administrators support parental in-home involvement by creating websites and parent learning packets containing parent-friendly exercises aligning with student assignments. Outgoing call systems transmitting parent announcements would also benefit parental involvement. Schools should also embrace opportunities for critical conversations about cultural diversity and participate in cultural-competency training to expose myths and falsehoods, stimulate thought, and influence practice. As well, school leaders were advised to create opportunities for staff to deconstruct and discuss their own feelings about race, gender, class, and culture. Community policymakers were advised to develop neighborhood-enhancement programs that promote the creation of strong parent-to-parent and parent-to-community informational networks, including social programs that take into account the dynamics of diverse neighborhoods by promoting positive interactions between residents and schools in the community. Policymakers should work with community stakeholders to identify key obstacles facing families in the community that limit these families' ability to identify success-oriented options for their children. They should also establish community centers that offer opportunities for interaction and collaboration among parents and school professionals. Students were advised to identify proactively the individuals available at school, at home, or in the community to serve as school advocates for them and to seek mentorship from African-American college students or young professionals in order to learn and observe success-oriented practices and coping techniques. Parents were advised to identify existing opportunities for engagement in developmentally appropriate representations of involvement in order to support, motivate, monitor, and discuss the progress of their adolescents. They should also communicate frequently and deliberately with schools to keep the academic needs of their children at the forefront and keep themselves informed about school practices. As well, parents were advised to empower themselves by engaging in current opportunities for school involvement and leveraging social capital by enlisting support from one another and the community to increase their influence upon schools. (Abstract shortened by UMI.). [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.]
ED551964
Emerging Lenses: Perspectives of Parents of Black Students on School Success
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2011-00-00
978-1-2678-6731-5
186
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549915
2015
As Provided
JAN2020
No
Disabilities
Dropout Prevention
Student Attrition
Mixed Methods Research
Coaching (Performance)
Graduation Rate
Program Evaluation
Incentives
Foley, Tamera Garrett
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Secondary Education
Elementary Secondary Education
The Graduate First initiative was implemented to address the dropout crisis among students with disabilities in the state of Georgia, who continue to demonstrate a rate of attrition twice that of their non-disabled peers (Georgia Department of Education [GA DOE], 2010). This mixed method case study explored the perceptions and experiences of a sample of 20 Graduate First collaboration and graduation coaches and other key school personnel involved with the program, as well as the county and school level graduation and dropout data. Qualitative results revealed a general perception of effectiveness of the Graduate First initiative, which provides additional attention and data driven methods for meeting the needs of the at-risk student population, particularly students with disabilities. Key elements perceived to contribute to the success of the initiative included attendance tracking and rewards to keep the students in school, individual attention and tutoring, and the use of self-determination and student-led IEPs; whereas, factors perceived to contribute to the attrition of students with disabilities included frequent academic failures, multiple retentions resulting in being overage, a college preparation focused school curriculum lacking vocational options, and the negative effects of disability labels on student expectations. Participants described the frustration and discouragement of students with disabilities, who reportedly feel overwhelmed with the academic rigor and failing to succeed, leading to dropping out of school. County and school level quantitative data demonstrated an improvement in the graduation rates, particularly among students with disabilities, but continued to evidence increases in student dropout rates in grades 9-12, with a noticeably higher dropout rate among the students with disabilities at the case study school, despite intervention efforts, suggesting the need for further investigation. Findings of the study contribute to potential new directions in addressing the the dropout rate problem among this population. [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.]
ED551965
The Impact of Graduate First Project on Students with Disabilities: Perceptions of Key Personnel
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-4900-7
190
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3548974
2015
As Provided
JAN2020
No
Hispanic American Students
College Students
Colleges
Higher Education
Academic Persistence
Statistical Analysis
Time to Degree
Barriers
Multivariate Analysis
Acculturation
Social Integration
Self Concept
Gender Differences
Undergraduate Study
Garcia, Sandra Darlene
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Hispanics are the fastest growing minority group in the United States and the second fastest growing group in the in post-secondary education. However, at most major universities Hispanic students are less likely to stay enrolled and less likely to graduate than any other racial group. It is vital for Hispanics to earn a college degree, as earning a college degree is the key to competing and succeeding in professional lifelong careers. This study uses quantitative research methodology to determine whether relationships exist between the time it takes a Hispanic student to complete a college education and the barriers affect their graduation timeframe. The study includes descriptive, multivariate, and analysis of variance to determine the affect enculturation, acculturation, and self-academic concept along with gender on students receiving a post-secondary education. As well, analyses will be conducted to determine if enculturation, acculturation, self-academic concept along with gender impact the time it takes to graduate from a Hispanic-serving Institution. The population of interest is a Hispanic-serving institution in South Texas with a high Hispanic undergraduate enrollment. [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.]
ED551966
Factors That Affect Graduation and Retention Rates of Hispanic Students at a Hispanic Serving Institution
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-6775-9
108
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549944
2015
As Provided
JAN2020
No
Superintendents
Public Schools
Tenure
Leadership
School Districts
School District Size
Rural Schools
Urban Schools
Correlation
Surveys
Statistical Analysis
Qualitative Research
Persistence
Educational Change
Elementary Secondary Education
Elliff, Doyne Scott
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Secondary Education
The study examined the types of leadership frames ("human resource," "structural," "political," and "symbolic") (Bolman & Deal, 1997) most often used by public school superintendents in Texas, the relationship of leadership frames to the length of superintendent tenure in a single school district, and the influence of school district size on the relationship of leadership frames to tenure. The non-probability sample included 212 superintendents from public school districts in nine Education Service Centers in Texas, representing small / rural, mid-sized, and large urban districts. The study was descriptive correlational in nature, utilizing a survey to generate quantitative data. Results revealed that the "human resource" frame was used most often by superintendents. The only frame statistically correlated to tenure in one district, however, was the political frame (r = 0.17, p < 0.05), and this relationship remained statistically significant when controlling for school district size, as measured by student population (r = 0.17, p < 0.05). Qualitative data were gathered from two open-response questions asking superintendents to identify factors related to 1) successful leadership of major change in a district and 2) ability to persist in the superintendent position. In response to the question regarding factors enabling leadership of major change in a district, theme analysis revealed overlapping associations to each of the four frames, with an emphasis on the "human resource" frame. Analysis of responses to the question regarding factors enabling superintendents to persist in their tenure in a school district revealed an emphasis on the "human resource" frame. [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.]
ED551967
Staying Power: The Relationship of Public School Superintendent Tenure to Leadership Frames
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6440-6
114
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549783
2015
As Provided
JAN2020
No
Beginning Teachers
Reading Teachers
Phenomenology
Ownership
Professional Identity
Teaching Experience
Reading Instruction
Durham, Patricia Marie Gonzales
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
It is in the best interest of the American educational system that novice reading teachers be provided with the opportunity for ownership of their pedagogy and be enabled to forge an identity that legitimatize them as an integral part of the educational arena. Nurturing a teacher's critical self and critical pedagogy will address the needs of the novice reading teacher and increase our understanding of a reading teacher in the 21st century. The purpose of this phenomenological study was to explore the ways in which five South, Southeast and West Texas reading teachers constructed personal understanding of their pedagogical development and professional identity from their experiences during their novice years of teaching. Findings from the rich and compelling stories of the participants uncovered six core themes commonly shared by the participants. Novice reading teachers experienced: (a) using prior lived-experiences to impact reading pedagogy, (b) concern for students' social, cultural, and academic well-being, (c) active reflection, (d) making pedagogical and professional connections through specific reading support systems which developed their philosophy for reading, (e) awareness of growth as a result of these systems, and (f) recognition of strengths attributing to their professional and pedagogical identity. The six themes have implications for the novice teacher, teacher education programs, and professional trainings and trainers. To aid in forming their reading teacher identity, novice reading teachers need to look inward at their biographical stories to first know themselves and the critical incidents that have made a positive or negative impact on their literacy lives. Teacher educators should continue to evolve reading teacher coursework by weaving in current components of teacher development theory into its curriculum to aid preservice teachers in becoming self aware of their growth and development. Professional training should be professional, not just something to attend arbitrarily. Professional trainers can learn from this study that training needs to be redesigned to treat the audience as active-thinking participants rather than passive receivers of knowledge. Suggestions for further research are included to help deepen the understanding of the 21st century reading teacher. [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.]
ED551968
Constructing Voices through Lived-Experiences: A Phenomenological Study of Novice Reading--Teachers' Personal Understanding of Pedagogical Ownership and Professional Identity
ProQuest LLC
Ph.D. Dissertation, Texas A&M University - Corpus Christi
2012-00-00
978-1-2678-6439-0
271
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549782
2015
As Provided
JAN2020
No
Emotional Intelligence
Leadership Styles
Public Schools
Principals
Comparative Analysis
Time Management
Stress Management
Educational Change
Administrator Attitudes
Evaluation Methods
Teamwork
Chancler, Julie
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Secondary Education
In this study, emotional intelligence (EI) and leadership styles of public school principals were investigated. For EI, the researcher employed the college version of the Emotional Skills Assessment Process (ESAP) (Nelson & Low, 1998). The college version is referred to as the ESAP-CV (Nelson & Low, 2004). For questions of leadership style, the managerial grid leadership questionnaire by Blake and Mouton (1964) was used. The impact of people-oriented versus task-oriented leadership on EI was also examined. The purpose of the present study was to test if EI provides an underlying contribution to leadership and management independent of the influences of different managerial styles, people/task continuum, and demographic factors. The ESAP-CV consists of six indicators which served as the EI components to be evaluated. The ESAP-CV scales are Assertion, Drive Strength, Time Management, Commitment Ethic, Stress Management and Change Orientation. The first five scales are considered strengths or skills. The sixth scale, change orientation, is considered a problematic indicator, which measures the level of personal dissatisfaction. (Nelson & Low, 2011). By including only six of the thirteen scales from the original ESAP, the ESAP-CV is a shorter version of the full scale assessment. In the six EI components there are a total of 104 questions. The ESAP-CV originated from the work of Drs. Nelson and Low at Texas A&M University-Kingsville. The managerial grid originated from work completed by Drs. Blake and Mouton at the University of Texas. Results from the managerial grid determine if a person is primarily a task oriented leader or if they are more inclined to be a people oriented leader. Based on a leader or manager's level of concern for task and people, a leader or manager can be assigned to one of the five predominant managerial styles identified by Blake and Mouton. These results indicate that public school principals in Texas possessed a prevailing leadership style, Team Leadership, which was relatively high on both people and task dimensions of leadership concerns. These findings suggest the majority of public school principals in this study demonstrated relatively high concerns for both people and task. Additional findings from this study confirm the relationship between EI and leadership were found to be at a high level. In other words, public school principals participating in this study concluded that emotional intelligence may be an underlying factor influencing their leadership practices. [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.]
ED551969
A Comparison of Emotional Intelligence and Leadership Styles among Texas Public School Principals
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Kingsville
2012-00-00
978-1-2678-6252-5
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549714
2015
As Provided
JAN2020
No
Case Studies
Change Strategies
School Turnaround
Elementary Schools
Elementary School Teachers
Interviews
Colson, Jo Ann
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Elementary Education
This case study examined the change strategies in a turnaround school at the elementary level to understand and describe how change occurred and was sustained at this campus. This study examined the factors which contributed to the change in academic success of students, examined beliefs about change that led to the change process, identified the processes used to implement the change, and identified the beliefs regarding educational change that helped maintain change. The participants consisted of two teachers who were present during the transition period as well as the instructional leader. This school was chosen from a field identified through a data search from the Texas Education Agency (TEA) for the years 2007 to 2010. The participants were interviewed at their campus. Data were analyzed by coding of themes found in the manuscripts of the interviews. Findings included learning communities were beneficial in supporting teacher and students, change in the culture of the school is a necessity, administrators should focus on teacher needs, and change is maintained by transformational leadership traits. For school administrators, these findings may provide information for hiring staff, providing staff development, and analyzing data. [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.]
ED551970
A Case Study of Change Strategies Implemented in a Turnaround Elementary School
ProQuest LLC
Ed.D. Dissertation, Lamar University - Beaumont
2012-00-00
978-1-2678-6421-5
87
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549779
2015
As Provided
JAN2020
No
Telephone Surveys
Gender Differences
Acoustics
Observation
Responses
Gender Issues
Interviews
Evaluators
Error Patterns
Classification
Error of Measurement
Data Collection
Familiarity
Environmental Influences
Data Analysis
Kenney McCulloch, Susan
Dissertations/Theses - Doctoral Dissertations
English
Many telephone surveys require interviewers to observe and record respondents' gender based solely on respondents' voice. Researchers may rely on these observations to: (1) screen for study eligibility; (2) determine skip patterns; (3) foster interviewer tailoring strategies; (4) contribute to nonresponse assessment and adjustments; (5) inform post-stratification weighting; and (6) design experiments. Gender is also an important covariate to understand attitudes and behavior in many disciplines. Yet, despite this fundamental role in research, survey documentation suggests there is significant variation in how gender is measured and collected across organizations. Variations of collecting respondent gender may include: (1) asking the respondent; (2) interviewer observation only; (3) a combination of observation aided by asking when needed; or (4) another method. But what is the efficacy of these approaches? Are there predictors of observational errors? What are the consequences of interviewer misclassification of respondent gender to survey outcomes? Measurement error in interviewer's observations of respondent gender has never been examined by survey methodologists. This dissertation explores the accuracy and utility of interviewer judgments specifically with regard to gender observations. Using the recent paradata work and linguistics literature as a foundation to explore acoustic gender determination, the goal of my dissertation is to identify implications for survey research of using interviewers' observations collected in a telephone interviewing setting. Organized into three journal-style papers, through a survey of survey organizations, the first paper finds that more than two-thirds of firms collect respondent gender by some form of interviewer observation. Placement of the observation, rationale for chosen collection methods, and uses of these paradata are documented. In paper two, utilizing existing recording of survey interviews, the experimental research finds that the accuracy of interviewer observations improves with increased exposure. The noisy environment of a centralized phone room does not appear to threaten the quality of gender observations. Interviewer and respondent level covariates of misclassification are also discussed. Analyzing secondary data, the third paper finds there are some consequences of incorrect interviewer observations of respondents' gender on survey estimates. Findings from this dissertation will contribute to the paradata literature and provide survey practitioners guidance in the use and collection of interviewer observations, specifically gender, to reduce sources of nonsampling error. [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.]
ED551971
Effects of Acoustic Perception of Gender on Nonsampling Errors in Telephone Surveys
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2678-6782-7
193
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549948
2015
As Provided
JAN2020
No
Educational Technology
Thinking Skills
Qualitative Research
Case Studies
Influence of Technology
Learner Engagement
Academic Achievement
Faculty Development
Secondary School Teachers
Interviews
Observation
Technology Uses in Education
Secondary Schools
Cognitive Processes
Arencibia, David E.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Secondary Education
High Schools
Technology in the classroom helps today's student to be competitive in school and the business world, but there has been a lack of research directly connecting technology use in the classroom with thinking skills. The purpose of this qualitative case study was to examine the impact of technology on student engagement and class performance. The study also focused on the teachers' need for professional development in strategies of merging technology and students' thinking skills. The research questions focused on understanding (a) how technology could be combined with lower- and higher-order thinking skills in the classroom and (b) what professional development was needed for teachers to combine technology and thinking skills into any curriculum. The theoretical foundation for this study was the cognitive flexibility theory, which combines 2 distinct learning processes together to, change an individual's perceptions. This study was conducted using convenience sampling at 3 secondary schools located in north Texas and included observations of 21 educators' classes using a LoTi walkthrough profile, followed by interviews. Both classroom observation notes and interview data were coded for themes of technology use, the effects of technology use, and professional development. A LoTi walkthrough was used to analyze field observations. Key results indicated heightened student engagement in the classroom when technology was present in addition to the need for relevant professional development for teachers. Implications of social change include guiding educators across the nation to acknowledge the imminent use of technology in the classroom, and investing time and proper technological skills into the education of today's students. [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.]
ED551972
The Effects of Merging Technology and Thinking Skills in the Classroom
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-6414-7
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549774
2015
As Provided
JAN2020
No
Self Concept
Christianity
Catholics
Interviews
Higher Education
Church Related Colleges
Qualitative Research
Religious Factors
College Presidents
Kier, Scott A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Catholic identity is considered to be the single most important issue facing Catholic higher education in the United States. Scholars (Burtchaell, 1998; Gallin, 1999; Gleason, 1995; Heft, 2003; Marsden, 1994; O'Brien, 1994) have suggested that sustaining Catholic identity and preventing secularization depends on the integration of the Catholic intellectual tradition with the sponsoring religious congregation. The Catholic identity often has been discussed in terms of the decreasing presence of various signs and symbols of Catholicity. Additionally, the number of Catholics among the student body, the number of required theology courses, and the role of the curriculum and faculty, have been employed as measures of Catholic identity. This qualitative study utilized virtual research methodology to explore the De La Salle Christian Brothers' personal experiences of Catholic identity in higher education in the United States as the sponsoring congregation on their campuses. The researcher interviewed 20 Brothers from four institutions of higher education regarding their definitions of Catholic identity, their experiences of Catholic identity from an historical and current-day perspective, as well as their visions of Catholic identity in higher education in the future. The study's findings revealed that the Brothers experienced themselves as the animators of Catholic identity at the institutions of higher education where they were assigned; that there is a need and desire for education and formation programs in the Catholic and Lasallian traditions; that, where Catholic identity is strong, the rituals and practices of the Catholic faith are also a vital part of the religious life of the campus; that presidential leadership is critical to the Catholic identity of the institution; and, that aspects of the operations of the institution reflect a connection to Catholicism, including the Catholic composition of the student body and faculty in terms of religious affiliation, the integration of the curriculum within the Catholic intellectual tradition, and programs that support the Catholic faith tradition. This study provided research on Catholic identity from the personal voices of the sponsoring religious congregation of institutions of higher education in the United States. With decreasing vocations in religious life and, therefore, less religious present in colleges and universities, an important segment of higher education, the voices of the sponsoring religious congregation, may be lost forever. [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.]
ED551973
De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States
ProQuest LLC
Ed.D. Dissertation, University of San Francisco
2012-00-00
978-1-2678-6365-2
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549769
2015
As Provided
JAN2020
No
Violence
School Safety
College Environment
Administrator Role
Prevention
Weapons
Emergency Programs
Planning
Leadership Responsibility
Role
Socioeconomic Influences
Models
College Students
Underhill, Dyan Whitlow
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Multiple incidents of postsecondary school shooting violence have occurred in American society--prompting concern about safety on college campuses, administrators' roles in prevention, and proactive and responsible bystander actions. Active shooter plans have become more established in educational environments, with efforts are directed toward both the perpetrator and the victims. Limited information, however, has been provided regarding how bystanders would, or even should, construe and characterize their roles in such incidents. Numerous professional and governmental researchers in organizations throughout the United States (e.g., the Center for Disease Control Injury Center, National Center for Injury Prevention and Control, National Consortium on Violence Research-Carnegie Mellon University, and the Violence Prevention Research Program-University of California, Davis) have identified that prevention remains the best action. The American Colleges Health Association (ACHA) leaders asked postsecondary educational institutions' leaders to become engaged more actively in prevention efforts. In the current study, the researcher's own reconditioned hermeneutic design was used to examine appropriate bystander action during an incident of school shooting violence based on an Adapted Social Systems Model. Internal and external socioeconomic factors with influence on student bystander action were addressed. School administrators might find insight from the findings, implications, and future directions for research as discussed. The results include a framework for the development of the ARISE bystander action model, a school violence ecological model in which the student bystander is placed in the center. The ARISE model might be used as an action strategy for postsecondary institutions with a multidisciplinary approach to informing new policies and procedures. [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.]
ED551974
Noble or Malevolent in a Moment of Dismay: How Postsecondary Students Construe and Characterize Bystander Action in School Violence Shooting Incidents
ProQuest LLC
Ph.D. Dissertation, University of Denver
2012-00-00
978-1-2678-6347-8
212
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549757
2015
As Provided
JAN2020
No
Hispanic American Students
Mathematics Instruction
Small Group Instruction
Mathematics Achievement
Interpersonal Relationship
Bilingual Students
Problem Solving
Student Participation
Access to Education
Access to Information
Educational Opportunities
Learner Engagement
Observation
Video Technology
Academic Discourse
Case Studies
Grades (Scholastic)
Attention
Alignment (Education)
Student Empowerment
Code Switching (Language)
Pupil Personnel Services
After School Programs
Student Role
Lopez Leiva, Carlos Alfonso
Dissertations/Theses - Doctoral Dissertations
English
This study explores social interaction and mathematics performance, especially regarding how bilingual Latino/a students' positioning and participation evolved as they interacted with others in mathematics problem solving. Historically, Latinas/os have faced segregation in different ways that affect the quality of their social interactions and, eventually, also their learning. Although great efforts have been made in promoting equitable student participation and improving student-teacher and student-student interactions, there still remains the question of how both equitable and uneven participation evolve in natural settings. Current research has demonstrated the need to document, through longitudinal ethnographic studies, how students' interactions and social exclusion affect their learning in mathematics (Baumeister & De Walle, 2005; Zevenbergen, 2001). Thus, greater interest has evolved in children's mathematical discourses, social worlds, cooperative work (Gonzalez, Andrade, Civil, & Moll, 2001), and positional identities (Esmonde, 2009). From a sociocultural perspective, this study centered on Latina/o students and their access to resources and opportunities to learn mathematics (Gutierrez, 2008) by exploring how participation in group problem solving affected the "who you are" (positioning), and how this position affected student participation in the same event (Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005). "Positioning," described as a discursive act, refers to the roles and actions that participants take up and/or are given when interacting with others (Harre, 2004). "Participation" refers to people engaging in a social activity in which the interactions, active observations, and shared thinking mediate the accomplishment of the activity, which in turn also transform the individuals (Rogoff, 1990). In essence, participation describes the engagement of individuals in a task and how they relate to one another and the task. These constructs gave rise to the following question: "How do social interactions in small-group work mediate the positioning and participation of bilingual Latina/o students during mathematics problem-solving tasks in an afterschool program?". This study drew on data gathered as part of a larger study, "Los Rayos" (Khisty, 2004), concerned with the language and cultural resources of Latinas/os in mathematics. Ethnographic data of the same students were gathered over three years in an afterschool setting. This presented the opportunity to observe circumstances and students' characteristics that in regular classrooms may be hidden or not deemed as obvious (McDermott & Varenne, 1998). The data included participant observations and analysis of 1) videotaped student interactions, 2) discourse used by participants in each group, 3) field notes developed by group facilitators (research fellows and pre-service teachers), and 4) relevant student work. I used a multiple-case design (Yin, 2009) of four students that represented contrasting cases (high or low) given their participation status observed in the afterschool and their school grades. I explored their interactions and language use affecting the evolution of their positioning and participation during problem solving. Results indicated three factors mediating the process of co-constructing one's own and others' positions, namely the quality of "attention," "alignment," and "ability" co-constructed among the participants. The quality of these factors, unevenly distributed and negotiated among the group participants, afforded different positions for participants (i.e., powerful, null, powerless, and equalized), which in turn also determined the quality of mathematical and social affordances that participants accessed in the group. Positioning patterns were flexible as all students experienced all types of positions. However, over time these patterns were recurrent and linked to specific students. Greater levels of social support were given to students with higher mathematical performance. The type of tasks and groups in which students interacted also seemed to be factors in the negotiation of positions. Codeswitching was used by bilingual participants around positioning events to mark differences or agreements, and English was used as a way to gain authority. These results as well as their implications and possible suggestions for instruction and research are discussed in the final chapter. The limitations of the study are twofold: first, the results are constrained by the circumstances of the afterschool (e.g., the study cannot make claims pertaining to a regular classroom); and second, the nature of ethnographic study, with its small number of subjects, limits the extent to which the findings can be generalized. The relevance of this study resides in the exploration of social and academic practices that support Latinos/as' positioning and participation more consistently and positively, as well as those that may limit their potential and learning opportunities in mathematics. [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.]
ED551975
Positioning and Latinas/os: A Study of Small-Group Interactions in Mathematics
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2011-00-00
978-1-2678-6787-2
185
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549952
2015
As Provided
JAN2020
No
Curriculum Implementation
Educational Technology
Media Literacy
Multimedia Materials
Transformative Learning
Critical Thinking
Problem Solving
Creativity
Chien, Ming-tso
Dissertations/Theses - Doctoral Dissertations
Colorado
Colorado
English
Achieving effective learning via digital media continues to be a major concern in contemporary education. The daily use of all forms of digital media is part of our lives and therefore becomes a key component of education. Educators must consider the process of digital media curriculum as a learning model and form of experience adapted to education. This means the significance is on how to learn as well as what to learn. This study demonstrated how the implementation of digital media curriculum via the Scratch game-making project contributed to middle school students' interaction with the entire educational process. The goal was to rethink the role of digital media in transforming schooling. Based on classroom observation and interviews with the teachers and students from four middle schools in Denver, Colorado, the qualitative method of educational criticism and connoisseurship was employed to examine the use of digital media and the interaction between teaching and learning. Several themes emerged: (a) The production of digital media influenced students' behavior and educators' attitudes towards formal and informal learning; (b) digital citizenship is a substantial lesson in the course of digital learning and an understanding of the digital framework of society; (c) new literacy is critical, because ever-changing equipment supporting the digital experience provides dynamic and contrasting ways of connecting with society; (d) the reward of learning is by doing versus being told, and deeper learning is attained by students' interacting with their own work; and (e) digital media programs, such as making video games for learning, provide students skills in communication, theoretical, aesthetic, creativity, and technical knowledge necessary for becoming successful digital citizens. The research revealed students' enjoyment and effort in this new form of learning experience, which enhanced their critical thinking, problem solving, and creativity under teachers' well-planned guidance. The challenge for educators is to constantly review and design educational approaches supporting students towards using the tools meaningfully and within a defined learning experience, continuing to help students become active participants and authors of their own identity and creativity. Educators need to find the best usage of digital media technology, providing students every advantage towards reaching an informed global perspective. [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.]
ED551976
Digital Media's Transformative Role in Education: Beyond Potential to Essential
ProQuest LLC
Ph.D. Dissertation, University of Denver
2012-00-00
978-1-2678-6311-9
401
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549740
2015
As Provided
JAN2020
No
Formative Evaluation
Case Studies
Qualitative Research
Teachers
Students
Interviews
Video Technology
Trust (Psychology)
Professional Autonomy
Grouping (Instructional Purposes)
Academic Achievement
Student Evaluation
Participant Observation
McEntarffer, Robert E.
Dissertations/Theses - Doctoral Dissertations
English
This qualitative instrumental multiple case study (Stake, 2005) explored how teachers made room for formative assessment processes in their classrooms, and how thinking about assessment changed during those formative assessment experiences. Data were gathered from six teachers over three months and included teacher interviews, student interviews, participant-observation notes, videos of classroom experiences, and classroom artifacts. These data were analyzed using a category construction method (Merriam, 2009) that involved open coding, axial coding, and finally a cross-case analysis that grouped axial codes according to themes relating to the two research questions. Four case studies describe the process of co-created work with teachers and descriptions of axial codes that emerged during this work. The cross-case analysis revealed two major themes that influenced and reflected how teachers made room for formative assessment processes (trust/community and freedom/enthusiasm) and three major themes that describe how assessment thinking changed during the work (defining "successful" learning, grouping students, and mindset). These themes suggest that both teacher "assessment scripts" (Ayala, 2008) and trust and autonomy aspects of the classroom community influence teachers' abilities to make room for formative assessment processes. Conclusions from this study imply that discussions about formative assessment processes need to honor and attend to issues of teacher autonomy and beliefs about learning. Discussions about formative assessments processes necessarily involve foundational issues about teaching and learning. This study indicates a reciprocal relationship between the formative assessment process and these foundational issues: as teachers made room for formative assessment processes, their thinking about teaching and learning changed, and these changes in assessment scripts created more room for formative assessment processes in their classrooms. [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.]
ED551977
Making Room for Formative Assessment Processes: A Multiple Case Study
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2012-00-00
978-1-2678-6793-3
206
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549958
2015
As Provided
JAN2020
No
Secondary School Teachers
Art Teachers
Educational Theories
Teacher Attitudes
Inclusion
Learning Disabilities
Emotional Disturbances
Behavior Disorders
Comparative Analysis
Factor Analysis
Multivariate Analysis
Correlation
Manjack, Sharon Kay
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The goal of this study was multifold: to define secondary art teachers. personal practical theories about the purposes of art education; to examine teachers. attitudes toward the inclusion of students with learning disabilities (LD) and those with emotional/behavioral disabilities (EBD) into their classrooms; and to determine the relation between the two. Specifically, the main research question asked: Do art teachers who hold a more humanistic (i.e., self-expressive or social oriented) set of personal practical theories about the purpose of art education have more favorable attitudes toward the inclusion of students with disabilities in general education classrooms than teachers who hold a more subject centered set of personal practical theories? To answer this main question, the study first addressed two other questions: (1) Do art teachers have a simple theory about the purpose of art education or do they have a profile of personal practical theories? (2) Do art teachers have general attitudes toward the inclusion of students with disabilities or do they hold different attitudes according to the nature of the specific disability (i.e. students with learning disabilities versus students with emotional/behavioral disabilities) in general education art classrooms? A causal comparative design was used to compare art teachers. personal practical theories about the purposes of art education and their attitudes toward the inclusion of students with LD and students with EBD in their classrooms. The Art Related Teacher Theories (ARTT) survey, created specifically for this study, was one of four measures used to determine this relation. Using art education literature, three primary purposes for art were identified and defined as self discovery, subject knowledge, and social communication. The final version of the ARTT consisted of 36 items written to reflect each of these purposes. Small pilot studies were used to revise and validate item content. To measure attitudes toward students with LD and attitudes toward students with EBD, modified versions of an existing inclusion assessment were used. The last measure collected demographic information about the subjects. Recruitment letters with a link to the survey website were sent to 500 secondary art education teachers with at least one year of teaching experience using a list rented from the National Art Education Association.s (NAEA) teacher database. Emails were also sent to The Getty teacher exchange and other NAEA list serves. Of the 259 art teachers in grades 6 through 12 who began the surveys, 205 completed them over the three month data collection period. Data analysis began with the use of exploratory and confirmatory factor analysis of the ARTT measure. The three main purposes for art education, as defined above, were identified. Means and standard deviations indicated that art teachers generally have positive beliefs on all three measures. To further explain art teachers. theories, exploratory and confirmatory cluster analysis methods were used. The four cluster solution (social persuasion, human expression, integrated appreciation and disciplinary expertise) best explained the variance between and within clusters and made the most sense when interpreting cluster meanings according to ARTT scales. To explore teacher attitudes toward students with LD and students with EBD analysis of variance test comparisons found the two inclusion measures statistically significant. Mean and standard deviations comparisons indicated that art teachers tend to prefer working with students with LD over those with EBD. To determine whether art teacher theories were related to their inclusion attitudes, tests of between-subjects effects univariate analysis of variance between art teachers. theories (clusters of beliefs) and their attitudes about inclusion for students with LD and students with EBD in art were found to be not significant. Given the influence of teachers. personal practical theories on the way they think about the subject they teach, the ARTT is a potentially useful tool for future research that uses teacher personal practical theories about the purpose of art as a variable. Through quantitative analyses, the ARTT helped focus, synthesize and confirm three commonly referred to purposes for art education found in the literature (self discovery, subject knowledge and social communication) that are recognized by currently practicing teachers. There may not be a clear consensus as to the main purpose for art education, but the ARTT does appear to identify a common core of purposes that can be measured. According to mean averages and correlation coefficients generated for each ARTT subscale, art teachers in this study did not appear to overwhelmingly support one purpose of art education over another. However, new theories (social persuasion, human expression, integrated appreciation and disciplinary expertise) created through the use of cluster analysis techniques indicated that art teachers did form distinct groups depending on aspects associated with each of the three ARTT purposes that teachers believe to be more important and less important. (Abstract shortened by UMI.). [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.]
ED551978
Relations between Secondary Art Teachers' Personal Education Theories and Attitudes about Inclusion
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2011-00-00
978-1-2678-6839-8
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549991
2015
As Provided
JAN2020
No
Teacher Attitudes
Teachers
Teacher Collaboration
Academic Achievement
Mathematics Instruction
Case Studies
Focus Groups
Interviews
Thinking Skills
Critical Thinking
Jacobs, Lori Suzanne
Dissertations/Theses - Doctoral Dissertations
English
At the school site for this study, students have performed below acceptable district goals in math. Although research has indicated that effective collaboration can contribute to teacher learning, research on collaboration has often failed to address its effect on student achievement; therefore, the purpose of this project study was to examine teachers' perceptions about teacher collaboration and student achievement. In this exploratory case study, research questions focused on the effect of collaboration on student achievement, factors contributing to or hindering collaboration, the effects of implementing a collaborative model, and recommendations for improving collaboration. With a sample size of 17 teacher participants, data were collected using focus group interviews and individual follow-up interviews. Pattern matching was used to analyze data. Resulting themes indicated that although teachers thought it was too early to determine if the collaborative model would affect summative data, they did think that (a) collaboration improved student achievement, especially with regard to higher order thinking skills; and (b) collaboration worked when teachers committed to sharing ideas and working together and when they were permitted ample time to collaborate. Based on the data analysis, a 3-day training course on collaboration was developed. This project could encourage a change in the school's culture and result in improved student achievement and increased teacher collaboration, thus contributing to positive social change. These outcomes may result in the school effectively meeting the federal requirements of No Child Left Behind and, at the local level, meeting the Local Education Agency Implementation Plan goals. [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.]
ED551979
Teacher Perceptions on the Effect of Collaboration on Student Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University.
2013-00-00
9781267868473
212
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549997
2015
As Provided
JAN2020
No
Bullying
Prevention
Middle Schools
School Personnel
Phenomenology
Attitude Measures
Social Theories
Learning Theories
Psychology
Developmental Stages
Middle School Teachers
Teacher Attitudes
Counselor Attitudes
Administrator Attitudes
School Counselors
Coding
Comparative Analysis
Intervention
Lester, Robin Rawlings
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Bullying has become a nationwide concern at the K-12 level. Despite the target middle school's antibullying program, the incidence of bullying increased during the 1st and 3rd year of the program implementation. By identifying the perceptions of school personnel about this problem, district school leaders will be better equipped to select and implement an antibullying curriculum. To that end, the purpose of the phenomenological study was to explore the perceptions of school personnel about the bully-proofing program at the target middle school. Social learning theory and the stages of psychological development provided the theoretical framework for the study. The research questions were designed to explore the perceptions and experiences of secondary education teachers, counselors, and administrators regarding the bully-proofing program at the target public middle school. Interviews were conducted to gather data from 4 teachers, 2 counselors, and 3 administrators. Coding using the constant comparative analysis to identify themes was the primary strategy for data analysis. Findings indicated that participants perceived a need for a current anti-bullying program at the target school and a clarification of the roles and responsibilities of teachers, counselors, and administrators. These findings led to the implementation of a redeveloped, anti-bullying program that the school adopted. This program could have broader social change implications at the local and national level as teachers, counselors, administrators, and other stakeholders become better informed to combat bullying in schools and create a safe learning environment for students. [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.]
ED551980
How Middle School Personnel Perceive an Antibullying Program
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-6848-0
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549998
2015
As Provided
JAN2020
No
Science Achievement
Mathematics Achievement
Prediction
Writing Achievement
Reading Achievement
High School Students
Predictor Variables
Socioeconomic Status
Expenditure per Student
Limited English Speaking
Language Proficiency
Correlation
Multiple Regression Analysis
Edwards, Anthony C.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
High Schools
Secondary Education
Science assessments require students to read and comprehend questions and to solve mathematical problems. The purpose of this study is to determine whether the following variables can be used to predict science achievement: English language arts achievement, mathematics achievement, socioeconomic status (SES), limited English proficiency (LEP) status, and per pupil expenditures. Data were obtained from the Texas Education Agency (TEA). The unit of analysis was the campus level. Bivariate correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement. Partial correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement after controlling for SES, LEP status, and per pupil expenditures. Hierarchical multiple linear regression was used to examine the relationship of English language arts achievement and mathematics achievement with science achievement after controlling for socioeconomic status, per pupil expenditures, and LEP status. Bivariate and partial correlation coefficients for English language arts and mathematics achievement and mathematics achievement were significant. However, the bivariate and partial correlation coefficients for mathematics achievement were larger than the bivariate and partial correlation coefficients for English language arts achievement. Regression coefficients for selected predictors of science achievement were significant (p < 0.05). Specifically, mathematics achievement explained 39.9% of the variance in science achievement while English language arts achievement explained 0.9% of science achievement. The results of this study have implications for educational leaders--who want to predict science assessment and then provide interventions, particularly for students who struggle in mathematics and English language arts--as well as educational researchers who examine predictors of student achievement in general or science achievement in particular. Educational leaders should support teachers in reinforcing mathematics and reading strategies in science courses. Also, improving English language arts achievement and mathematics achievement should help improve science achievement. [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.]
ED551981
An Analysis of High School Mathematics Achievement and English Language Arts Achievement as Predictors of Science Achievement
ProQuest LLC
D.Ed. Dissertation, Tarleton State University
2012-00-00
978-1-2678-6315-7
88
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549741
2015
As Provided
JAN2020
No
Algebra
Classroom Techniques
Learner Engagement
Culturally Relevant Education
Equal Education
Barriers
Educational Change
Educational Legislation
Observation
Interviews
High School Students
Secondary School Teachers
Poverty
Disadvantaged Youth
Student Diversity
Academic Achievement
Interpersonal Relationship
Accountability
Mathematics Instruction
Standardized Tests
Caring
Gannett, Cassandra Dunn
Dissertations/Theses - Doctoral Dissertations
Colorado
Colorado
English
High Schools
Secondary Education
The inequities in learning between the rich and the poor have become pervasive in United States. This is evidenced by the high school graduation rates, college attendance percentages, and employment statistics. Upon another wave of reform, the Common Core State Standards in mathematics are currently being adopted in hopes of increasing learning for all students, with a focus on college and career readiness. This study is intent on finding ways to remedy the inequities in mathematics between the high income and low income schools by focusing on one of the great glass ceilings to high school graduation and beyond, high school Algebra I. This study gives examples of how successful teachers are providing opportunities for learning Algebra I despite barriers that students, administrators, and policy-makers deliver in low-income schools amidst the latest reform movement. The researcher provides a portrait of how three different algebra teachers in three different low-income high schools, in the same city in Colorado, teach within the confines of various reform mandates to meet the diverse needs of their students. The research was conducted with a particular focus on the classroom management strategies, student engagement strategies, culturally relevant pedagogy, and caring relationships contributed to the learning in these classrooms. Using observations, teacher interviews, and student interviews, the researcher employs the method of Educational Criticism and Connoisseurship to answer the research question. The question that guided this study was: What practices do effective algebra teachers employ in high poverty, diverse high school algebra classrooms to implement the curriculum and influence student learning? This question was supported by the sub-questions: (a) What classroom management strategies contribute to student learning?; (b) Which teaching strategies contribute to student engagement?; (c) Which culturally relevant pedagogy practices contribute to students' opportunity to learn?; (d) How do relationships in the classroom support students' opportunities to learn?; and (e) How are classroom management strategies, engagement strategies, culturally relevant pedagogy, and caring relationships intertwined in classrooms today? The findings of this study provide a stark warning to overly prescribed curricula and pedagogy, along with the heightened use of standardized tests tied to teacher evaluation. Answering the primary question using Eisner's (1998) dimensions of schooling and Uhrmacher's administrative dimension, paints a bleak picture for low-income schools under the current movement for accountability using student test scores. The negative consequences of a punitive administrative oversight on the teaching and learning of students paints a depressing scene for low-income schools. Conversely, the efforts of teachers to provide classroom management and student engagement supported by culturally relevant practices and caring relationships give a picture of hope if we focus on supporting and keeping in the schools that need them the most. [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.]
ED551982
Attending High School Algebra I: In Search of Well-Managed, Engaging, Culturally Relevant, and Caring Classrooms
ProQuest LLC
Ph.D. Dissertation, University of Denver
2012-00-00
978-1-2678-6317-1
292
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549743
2015
As Provided
JAN2020
No
Principals
Administrator Attitudes
Leadership Role
Compensation (Remuneration)
Teacher Salaries
Educational Change
Leadership Styles
Instructional Leadership
Teacher Motivation
Personnel Selection
Rewards
Teacher Effectiveness
Coaching (Performance)
Feedback (Response)
Teacher Improvement
Qualitative Research
Ortiz-Torres, Amanda
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this qualitative study was to explore principals' perspectives on how they make sense of their leadership roles in a new pay-for-performance system. The study describes the perceptions of six principals, two each from elementary, middle, and high school levels, regarding leadership in a recently changed system. Principals were asked about their leadership roles in implementing a pay-for-performance system, and responses focused on leadership styles, actions, beliefs, preparation, and experience of leading in a time of change. Four themes emerged from the data as significant aspects of leading change in a pay-for-performance system: (a) supporting a culture of excellence, (b) leading through sense making, (c) maintaining balance, and (d) providing instructional leadership. The theme of "culture of excellence" refers to the standpoint of preparing students for higher learning expectations. Participants discussed creating a "high culture of excellence" as setting a sense of urgency for learning. Principals' responses were generally about how to set the stage to prepare students for learning. However, there was an underlying message that leaders must be able to establish a climate for learning by involving people throughout the process. The theme of "leading through sense-making" includes ideas that the leader needs to be able to make sense of a changing system for self and others, understand the significance of the change, and work actively with others as a change agent. The theme of "maintaining balance" describes participants' feelings that money is not the sole motivation factor for teachers in a pay-for-performance system; it is more important to find the right balance of intrinsic and extrinsic rewards. Maintaining balance includes finding the right staff members, providing the right level of support, and balancing rewards for good teaching. Finally, the theme of "providing instructional leadership" focuses on the principal as a master of instructional practices. All of the participants felt that the most important role as a principal in a pay-for-performance system is to be an active instructional coach for their teaching staff. To foster improvement of teacher performance, the principal needs to provide instructional coaching and feedback, create a team atmosphere, and make regular visits to classrooms to establish a climate focused on improvement. [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.]
ED551983
Leading in Times of Change: Principals' Perspectives of Their Role in a New Pay-for-Performance System
ProQuest LLC
Ph.D. Dissertation, University of Denver
2012-00-00
978-1-2678-6333-1
134
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549749
2015
As Provided
JAN2020
No
Family Literacy
Clubs
Books
Childrens Literature
Preschool Children
Whites
Family School Relationship
Parents as Teachers
Participant Observation
Student Needs
Young Children
Parent Role
Emergent Literacy
Paaren-Sdano, Anika Eileen
Dissertations/Theses - Doctoral Dissertations
English
The current research builds upon the sociocultural orientation to family literacy with the creation of a community-based family literacy experience, "the preschoolers' book club," for a group of white, middle-class preschool children and their families. These families and their shared literacy experiences were framed as a set of nested case studies. Through the theoretical lens of Holland et al.'s (1998) "figured worlds", small-scale case studies of each family informed evolving book club gatherings, allowing for flexibility and responsiveness to families' needs and interests. Families, despite their common demographic background, demonstrated a variety of conceptualizations of and purposes for literacy, displacing the assumption that this population of families practice school-like literacies at home. The book club gatherings grew into a home-school hybrid space wherein families explored various roles and the traditional teacher-student relationship was deconstructed. Implications from this research include: (re)positioning the researcher as a participant-observer, the feasibility of building a evolving group education experience based on existing family literacy practices, and the need for schools to become increasingly aware of and responsive to the diverse and unique literacy learning in which all young children engage at home before entering a formal school setting. [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.]
ED551984
Disrupting Assumptions: The Literacy Practices of White, Middle-Class Families at Home and in a Preschool Book Club
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2013-00-00
978-1-2678-6334-8
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3549750
2015
As Provided
JAN2020
No
Attendance
School Policy
Grades (Scholastic)
Community Colleges
Two Year College Students
Grade Point Average
Comparative Analysis
Correlation
Biology
College Science
Aaron, Michael D.
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
Two Year Colleges
Higher Education
Postsecondary Education
The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to document any changes in student grades that occurred before and after 2003. For this study, 2003 was a critical year since that was the year that Shelton State Community College moved from a mandatory, punitive attendance policy to a policy that only documented student attendance. Therefore, any changes in student grades before and after 2003 should correlate with changes in the institution's attendance policy. Furthermore, this project investigated the relationship between class standing (freshman or sophomore), demographics and student grades. The findings indicated a positive correlation between a punitive attendance policy and student grades. Moreover, there was a positive relationship illustrated between freshman grades and punitive attendance policies. The data further proved that sophomores achieved higher grades than freshmen and the higher grades were not related to the change in attendance policy. Finally, this study indicated that demographics was not related to student grades. Current literature is mixed regarding the relationship between attendance and student grades. (Gump, 2005; Hammen & Kellend, 1994). This study provided weight to the view that attendance was related to student grades. Specifically, a positive relationship between a punitive attendance policy and final grades was observed. Student experience level was also implicated as a factor that was correlated with college grades. In general, grades in freshman biology classes were higher when the institution was using a punitive attendance policy. However, grades in sophomore classes did not change as the college moved from a punitive to a nonpunitive attendance policy. Finally, this project indicated that student demographics were not related to final course grades. [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.]
ED551985
The Relationship between Attendance Policies and Student Grades
ProQuest LLC
Ph.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6891-6
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550003
2015
As Provided
JAN2020
No
Trust (Psychology)
Bullying
Organizational Climate
Academic Achievement
Predictor Variables
Educational Environment
Teacher Behavior
Socioeconomic Status
School Districts
Teacher Role
Principals
Correlation
Collegiality
Teacher Administrator Relationship
Surveys
Teacher Attitudes
Elementary School Teachers
Aggression
Teacher Student Relationship
Parent Teacher Cooperation
Administrator Role
Violence
Measures (Individuals)
Anderton, Tenna
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
Elementary Education
Bullying is a serious problem among students. Research linking school climate and trust as to bullying is minimal. This study examined elements of school climate and trust in relation to bullying and protection using Hoy and Smith's (2004) climate study and Smith and Birney's (2005) trust study. Trust was found to be the significant predictor of bullying. As trust increased bullying decreased and teacher protection of bullied children increased. Specifically, Hoy and Smith (2004) found achievement press and institutional vulnerability to be the most factors, in explaining student bullying, and teacher professional behavior was the most significant climate factor in explaining teacher protection. Smith and Birney (2005) found trust in clients the most significant finding in explaining student bullying and trust in colleagues the most significant finding in teacher protection. SES was negatively related to bullying but positively related to protection. The wealthier the school districts the less bullying and more teacher protection. In an extension of both the Hoy and Smith (2004) study, and the Smith and Birney (2005) trust study, the study reported here found that all aspects of climate were related to both bullying and protection but only collegial leadership had a unique relationship to the dependent variable. This study found trust in clients and trust in the principal to be significantly related to bullying and protection with trust in clients being the most significant. SES was not a contributing factor; the absence of the SES relationship was probably due to a restriction of range in a homogeneous and small sample. A total of 704 teachers were surveyed in a convenience sample of 29 elementary schools in the northern section of Alabama. Teachers' perceptions of climate, trust, and bullying were surveyed using the OCI, Omnibus T-Scale, and the Bully Index. SES percentages collected from state data on all elementary schools were used as a control variable to explore further relationships. This study offers implications for practice. Trust in clients and trust in the principal played an important role in encouraging the faculty to protect students from intimidation, threat, and aggressive actions from their peers. Building trusting relationships with the principal, teachers, students, and parents, is very important. Principals and teachers must go out of their way to create a bond between students and parents. Principals need to ensure that teachers do not disassociate themselves from taking an active role to monitor, regulate, and confirm incidents of student aggression. This study reaffirms the crucial role school administrators have in building safe and trusting schools. This study offers recommendations for future research. The two dimensions of student bullying and teacher protection need to be examined further in a variety of school environments if we are able to develop strategies to stop violence in schools. Including SES in a study sample can give insight to the socioeconomic and stability of the home as it relates to school bullying. [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.]
ED551986
Organizational Climate, Faculty Trust: Predicting Student Bullying--An Elementary School Study
ProQuest LLC
Ed.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6895-4
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550007
2015
As Provided
JAN2020
No
School Psychologists
Response to Intervention
Satisfaction
Comparative Analysis
School Districts
Special Education Teachers
Regular and Special Education Relationship
Surveys
Statistical Analysis
Psychological Services
Elementary Secondary Education
Bade-White, Priscilla A.
Dissertations/Theses - Doctoral Dissertations
Kruskal Wallis Test
English
Elementary Secondary Education
Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models. [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.]
ED551987
A Comparison of Satisfaction Ratings of School Psychologists in RTI versus Non-RTI School Districts
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2678-6898-5
152
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550010
2015
As Provided
JAN2020
No
Communities of Practice
Trust (Psychology)
Academic Achievement
Correlation
Elementary School Students
Middle School Students
Elementary School Mathematics
Secondary School Mathematics
Mathematics Instruction
Mathematics Tests
Middle Schools
Elementary Schools
Questionnaires
Regression (Statistics)
Statistical Analysis
Parents
Grade 5
Grade 8
Betts, Herbert Alexander, III
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 8
Grade 5
Intermediate Grades
The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust. [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.]
ED551988
Relationships among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia
ProQuest LLC
Ed.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6903-6
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550012
2015
As Provided
JAN2020
No
Economically Disadvantaged
Rural Schools
White Students
Knowledge Level
Semi Structured Interviews
Ethnography
Observation
Parent Role
Partnerships in Education
Qualitative Research
Parent Participation
Preschool Teachers
Family School Relationship
School Community Relationship
Burton, Whitney Blair
Dissertations/Theses - Doctoral Dissertations
Appalachia (South)
English
Preschool Education
Early Childhood Education
The identification and utilization of community funds of knowledge has been essential in understanding and assisting cultural groups to bridge the achievement gap. The purpose of this study was to examine the community funds of knowledge, the role of the parent, and the partnerships of a rural school in southeastern "Appalachia," United States. Qualitative research enabled exploration of interactions between parents and teachers, roles parents play in the educational process, and teachers' use of existing funds of knowledge in the provision of educational services to young at-risk children. Two pre-kindergarten teachers and four families were involved in the study from the 2009 -2010 state pre-kindergarten program. The data from ethnographic semi-structured interviews, observations, and documents were coded, categorized, and identified by themes. Results indicated that the school functioned as connector between the community and its residents. Teachers were cognizant of the community funds of knowledge and utilized this knowledge in their teaching and assessment practices. The teachers gained cultural literacy through participation and observation of school and community events and interactions. As a result of having only one mid-year conference report, there was limited evidence to conclude the teachers' documentation of students' community funds of knowledge within the context of the select community. Although teachers engaged in practices that strengthened family involvement, the home-school partnerships could be enriched. Families informally partnered by teaching foundational skills at home. The recognized partnership began when the children enrolled in school with families engaging in volunteering, extending learning at home, decision-making, and collaborating with the school community. An added outcome was the relationship between the community and the school. The relationship was reciprocal with positive outcomes for community members, businesses, teachers, and students, and families. This partnership is unique and dates back to the establishment of the community with special emphasis given to the character and values of the local residents. Additional research can focus on the communication of educational standards prior to entering school and increasing the participation of marginalized populations. Teacher perceptions of student backgrounds can also be reviewed in light of their effect on the quality of school-family partnerships. [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.]
ED551989
The Importance of Funds of Knowledge on Economically Disadvantaged Rural European American Students
ProQuest LLC
Ed.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6913-5
210
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550021
2015
As Provided
JAN2020
No
African Americans
Females
Critical Theory
Race
Feminism
Gender Differences
Whites
Institutional Characteristics
College Students
Social Class
Mental Health
Academic Ability
Interviews
Student Attitudes
Racial Bias
Gender Bias
Self Concept
Academic Persistence
Disabilities
Guides
Emotional Disturbances
Mental Disorders
Wellness
Qualitative Research
Caesar-Richardson, Nadia Monique
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This qualitative study examines first person accounts of college experiences provided by Black female college students with mental health concerns at a predominantly White institution. Utilizing the theoretical frameworks of disability studies and critical race feminism to develop the study and analyze the collected data, this study considers the ways that race, gender, and ability intersect in the lives of the study participants. Data from individual interviews was collected, transcribed, coded and analyzed. Common themes that emerged in the experiences of the study participants are presented. Research findings indicate that systems of domination use race, gender, class, and ability to encourage mentally distressing performances of strength in the study participants. In addition, claims of inferiority that are informed by racism, sexism, classism, and ableism limit the participants' ability to harness their unique identities to circumvent and challenge the discriminatory socio-political conditions that damage their psyche and threaten their academic persistence. The language of the medical model of disability, which informs the Diagnostic and Statistical Manual of Mental Disorders (DSM), was found to encourage an internalization of negative self-representations that also contribute to mental distress within the study participants. Implications from this study encourage the application of a critical race feminism and disability theory lens to university policies that impact Black female college students with mental health concerns and reiterate the importance of campus diversity mentoring to mental wellness. Implications for practice and future research are provided and discussed in detail. [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.]
ED551990
Strength That Silences: Learning from the Experiences of Black Female College Students with Mental Health Concerns at a Predominantly White Institution
ProQuest LLC
Ph.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6914-2
223
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550022
2015
As Provided
JAN2020
No
Reading Instruction
Reading Attitudes
Males
Elementary School Students
Learner Engagement
Student Motivation
Teaching Methods
Rural Schools
School Districts
Reading Skills
Reading Achievement
Language Proficiency
Interviews
Class Activities
Art Activities
Grade 3
Fiedler, Krista M.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
The purpose of this study was to examine what information third-grade boys attending school in three rural school districts might contribute to current understanding about what motivates boys to engage in reading. A multi-method, multi-sensory Mosaic Approach was used to explore, record, and interpret the voices of the 14 boys with varying levels of reading proficiency, English proficiency, and attitude towards reading. This in-depth study of what motivates these boys to engage in reading also examined the value and potential benefits of using the Mosaic Approach as a means to allow boys to communicate in their own voices and through the use of their competencies. The mosaic pieces utilized in this study included a Shoulder-to-Shoulder interview (verbal), a Book Making interview activity (written), and a Create Your Thoughts interview art activity (visual). The findings of this study revealed that when asked about their motivation to engage in reading, the responses of the boys could be categorized into nine theory-based categories that could be analyzed for deeper understanding. The significance of this study was found in the understanding gained from the use of the Mosaic Approach and from listening to the voices of boys who were able to inform our thinking about what motivated them to read. Their voices clearly communicated that there were many different combinations of motivational forces, and classroom opportunities that met individual motivational needs were necessary for engagement in reading. [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.]
ED551991
Listening to the Voices of Boys: A Mosaic Approach to Exploring the Motivation to Engage in Reading
ProQuest LLC
Ed.D. Dissertation, University of Northern Colorado
2012-00-00
978-1-2678-6933-3
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550041
2015
As Provided
JAN2020
No
Community Colleges
Student Recruitment
Marketing
School Personnel
Two Year Colleges
Employee Attitudes
Qualitative Research
College Presidents
Public Relations
Social Networks
Franklin, Christopher
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
Two Year Colleges
Higher Education
Postsecondary Education
Recruiters and marketers within the Alabama Community College System are tasked with increasing enrollment at their institutions. The methods of accomplishing this goal include traditional strategies as well as new and emerging ones. Unlike personnel at other institutions of higher learning, however, community college recruiters and marketers have a unique mission that shapes their promotional strategies. Community colleges have historically tried to offer "something for everyone" as part of their programming. With limited resources, recruiters and marketers at Alabama community colleges must often decide if providing generic messages that reach the largest number of potential students will provide better results than targeted messages to the many diverse populations historically served by the community college. The purpose of this study was to investigate how marketing and recruiting professionals at Alabama's community colleges promote their institutions. The study examined strategies such as marketing to a diverse group of students balanced with developing focused messages which speak to individual needs. Some questions to consider were: 1. How do college employees collaborate across organizational departments to develop marketing and recruiting messages; 2. How do community colleges utilize formal marketing and recruiting plans to reach potential students; and 3. What are the marketing and recruiting messages being sent by the institutions? This qualitative study examined the experiences and perceptions of key community college employees responsible for the development and practice of marketing and recruiting for their institutions, and currently enrolled students at their colleges. The key employees included the president, public information officer, and recruiter. Additionally, document analysis and a review of social media outlets examined the development and practice of marketing and recruiting at the community colleges involved in the study. [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.]
ED551992
Something for Everyone: The Marketing and Promotion of Alabama Community Colleges
ProQuest LLC
Ed.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6936-4
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550044
2015
As Provided
JAN2020
No
Elementary School Students
Reading Instruction
Reading Strategies
Reading Material Selection
Program Effectiveness
Learner Engagement
Academic Discourse
Reading Comprehension
Observation
Discussion (Teaching Technique)
Problem Solving
Persistence
Individual Power
Gurley, Jackie L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 2
This study examined the impact of self-selection of text on literacy behaviors in guided reading instruction. Four second grade students were observed during guided reading instruction. Literacy behaviors were defined as engagement, oral and written discourse, and strategies used to problem-solve unknown words or breaks in comprehension. Engagement was observed through structured observation that focused on volitional control-when a student avoided distraction and remained on task and persistence-when a student remained on task despite encountering difficulty. Oral and written discourse were examined through group discussions, one-on-one discussions during informal assessments, written book responses, and focused on efferent (informational) and aesthetic (personal) responses. Strategy use was recorded through administration and analysis of running records. Students were observed nine times over eight weeks as they read both teacher-selected and self-selected texts in guided reading groups. Self-selection of books positively impacted literacy behaviors in guided reading groups. Students showed more engagement with the text, voiced deeper responses, and read with greater accuracy and higher self-correction rate. These results suggested that self-selection of text increased reader engagement, more effective use of strategies, and deeper response. Results also suggested that the parameters of what can take place in guided reading instruction can and should be expanded. Finally, results indicated the need for more flexible thinking about what constitutes text level and encourages teachers to determine a child's "instructional level," not simply based on text leveling features but by considering the transaction between reader and text. [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.]
ED551993
An Analysis of the Impact of Second Grade Students' Self-Selection of Text on Their Engagement, Discourse, and Reading Strategies during Guided Reading
ProQuest LLC
Ed.D. Dissertation, University of Northern Colorado
2012-00-00
978-1-2678-6941-8
232
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550048
2015
As Provided
JAN2020
No
Science Instruction
Majors (Students)
Natural Sciences
Liberal Arts
Student Attitudes
Qualitative Research
High Schools
Beliefs
Student Experience
Reflection
Interviews
Data Analysis
Student Development
Science Curriculum
Geographic Location
Social Influences
Undergraduate Students
Living Learning Centers
Experiential Learning
Hutt, Chris D.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The purpose of this study was to explore the articulated experiences of natural science majors who were participating in a liberal arts living-learning community. Using the American Association of College and University's (2002) report, "Greater Expectations" as an organizing framework, this study sought to determine how--if at all--students in this learning community were encountering the organizational educational principles consistent with classical and contemporary liberal education. The study was a qualitative inquiry that examined students' precollege experiences and beliefs, their current perceptions on their academic experiences, and student reflections on the meaning of these experiences. The data collected and analyzed in the completion of this study consisted of a series of 19 individual interviews with students enrolled in both a natural science major and in a living- learning community (LLC). Analysis of the interview data led the researcher to identify four themes: (a) Students attributed intellectual growth to experiences in both the major and the LLC, and that the science curriculum was in some ways separated from the liberal arts curriculum; (b) Students experienced and defined diversity in meaningful ways; (c) Physical place and social space of the LLC contributed significantly to the program; and (d) Students reflected learning experiences and outcomes consistent with both classical and contemporary liberal educational environments. Ultimately, the students in this study viewed their participation in the LLC as a meaningful supplement to the science major. Further analysis of the findings, as well as conclusions and recommendations for both policy and practice, are discussed in the final chapter of the study. [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.]
ED551994
Natural Science Majors and Liberal Education: The Impact of a Living-Learning Community
ProQuest LLC
Ph.D. Dissertation, The University of Alabama
2012-00-00
978-1-2678-6946-3
243
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550052
2015
As Provided
JAN2020
No
Superintendents
African American Leadership
Females
Career Development
Critical Theory
Race
Feminism
Racial Factors
Racial Attitudes
Gender Issues
Qualitative Research
Semi Structured Interviews
Leadership Training
Interpersonal Relationship
Academic Achievement
Leadership Styles
Leadership Effectiveness
Leadership Qualities
Jones, Jamill Ray
Dissertations/Theses - Doctoral Dissertations
United States (Mid Atlantic States)
English
The superintendency is the most male-dominated position in education (Alston, 2000; Brunner, 2000). Although statistical data reveal the disproportion between males and women in superintendent positions, the data also report a greater discrepancy in the number of African American women who have obtained superintendent positions. This qualitative study examined how race and gender affect African American women in the role of superintendent. The study was conducted through the use of 14 semistructured interviews with African American women superintendents in Mid-Atlantic states. Critical race theory, Black feminist thought, and tempered radicalism, in conjunction with in-depth, self-in-relationship interviews, were utilized to determine how race and gender impact African American women aspirants to the superintendency and how those factors lead to their appointment to that position. The findings from this study determined that African American women make meaning of their role and career path to the superintendency in a multitude of ways: preparation, leadership, core principles, relationships, positional strategies, and challenges. The participants revealed that relationships are essential to their leadership. The women regarded relationships with school board members, colleagues, family, spouses, and themselves as the core of their existence. During the interviews, similar words and descriptors were repeated across discussion of various social relationships: supporter, lover, cooperative, organizer, giver, reflective, loving, planner, thinker, reader and critical or guarded. The participants indicated how they implement positional strategies such as assimilation and adaption within various social contexts with regard to their race and gender. The findings of the study emphasized how tenets of critical race theory and black feminism were factors in how the superintendents behave and how other perceive them. Academic achievement and leadership approaches evolved from their experiences, instilled values, and inspiration for efficacy. The findings from this study document how African American women superintendents make meaning of their role and career path and how their personal and professional qualities affect the way the lead. Through the voices of the women, the story of their journey to the superintendency provides a comprehensive perspective for aspiring superintendents, search consultants, school boards, and educational leadership programs. [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.]
ED551995
Her Story: A Qualitative Study of the Journey of the African American Woman Superintendent
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7230-2
266
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550243
2015
As Provided
JAN2020
No
Kindergarten
School Entrance Age
Referral
Student Placement
Special Education
Rural Schools
Elementary School Students
Correlation
Regression (Statistics)
Race
Socioeconomic Status
Age
Grade Repetition
Sex
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Jordan, Wendy Kelly
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Kindergarten
Primary Education
Early Childhood Education
Elementary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
This study examined relationships between specific data on students referred for and placed in the exceptional children's program. The context is a rural North Carolina county and included 206 records of K-6th graders spanning academic years 2007-08, 08-09 and 09-10. The kindergarten entrance ages of students were divided into categories of on time, early and late entrants. Redshirted students were also included. Both Pearson Product Moment correlations and a logistic regression model of analysis were employed as these statistical measurements allowed the researcher to examine variables and their relationships that served to predict likelihood of outcomes related to placement. When referring students for testing, statistically significant relationships were determined between a student's race and age at referral (r = 0.152), a student's race and his/her low socioeconomic status (r = -0.226), a student's age at kindergarten entry and the age at which he/she is referred for testing (r = 0.182) and a student's age at kindergarten entry and number of retentions (r = -0.162). When determining placement into the exceptional children's program, statistically significant relationships were determined with gender (ß = -0.684) and number of in grade retentions (ß = 0.705). Practically significant findings, although not statistically significant, that may prove beneficial for practitioners, included the predictability between a student's race and the likelihood for placement (ß = -0.351 for black students). Considering kindergarten entrance age, early entrants are predicted to be placed in the exceptional children's program at a much higher rate than other entrants (ß = 0.993). [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.]
ED551996
A Study of the Effect of Kindergarten Entrance Age on the Referral and Placement Rate into the Exceptional Children's Program
ProQuest LLC
Ed.D. Dissertation, East Carolina University
2012-00-00
978-1-2678-7231-9
110
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550244
2015
As Provided
JAN2020
No
Computer Networks
Telecommunications
Universities
Student Participation
Student Behavior
Intention
Student Attitudes
Barriers
Statistical Significance
Kuchibhotla, Hari N.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The emergence of wireless devices and the ease in setting up wireless devices has created opportunities for various entities, and in particular to universities, by partnering with their local communities in the form of a university anchored community wireless network. This provides opportunities for students to be part of the community-based initiatives, and universities can use the network as a source to fund some of its research. The main issue with university anchored community wireless is not technical but social in that student involvement is crucial and their contributions are necessary. This study employed empirical research methods on participants to understand the factors that influence the student participation and its significance on the collective actions. This involved analyzing five distinctive elements that were essential in understanding the collective actions, namely behavioral intention, attitude towards technology, facilitating conditions, impediments, and student participation. The research results revealed that the students expressed interest in participation, facilitating conditions, followed by attitude towards technology, then behavioral intention as the most important factors, whereas impediments was statistically insignificant for them. The research results also revealed that the majority of the participants were interested in being part of the community wireless networks and almost all the participants expressed their intention to contribute to the success of this initiative. [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.]
ED551997
The Study of Collective Actions in a University Anchored Community Wireless Network
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2012-00-00
978-1-2678-7242-5
116
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550250
2015
As Provided
JAN2020
No
Qualitative Research
Elementary School Teachers
Elementary School Students
After School Programs
Special Education
Special Needs Students
Program Effectiveness
Student Needs
Psychological Needs
Academic Support Services
School District Size
School Districts
Urban Schools
Phenomenology
Semi Structured Interviews
Teacher Attitudes
Positive Attitudes
Legaspi, Margareth
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The purpose of this study, "A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services," was to assess elementary afterschool teachers' perceptions of the impact of afterschool programs on students receiving special education services. The primary research question of this study was, "How do elementary afterschool teachers perceive afterschool programs as impacting the academic, social, and emotional needs of students receiving special education services?". This research study was conducted at a large urban school district that offers school-based afterschool programs. This was a qualitative study that used van Manen's (1990) hermeneutical phenomenology (Creswell, 2007) that allowed the researcher to have more in-depth understanding about afterschool teachers' perceptions of the impact of afterschool programs on students receiving special education services. In conducting the study, the researcher recruited and purposefully selected the participants because certain criteria are central to the research problem. Ten elementary afterschool teachers who have at least three years of teaching experience in an elementary school and who currently teach four or more students receiving special education services or have taught four or more students receiving special education services in SY2010-2011 in the afterschool program participated in the study. The researcher conducted and recorded the semi-structured interviews, both initial and follow-up interviews; and transcribed the interviews. The researcher analyzed the data using member checking with participants and theoretical coding to identify emerging themes. Based on the data, it can be concluded that afterschool teachers perceived that the afterschool program positively impacts the academic, social, and emotional needs of students receiving special education services. Also, it can be concluded that afterschool teachers feel that students receiving special education services must have access to the afterschool programs and must be given the reasonable, appropriate accommodations; and afterschool teachers believe that specialized training is needed to appropriately meet the needs of students receiving special education services in the afterschool program. Finally, the recommendations were categorized according to different audiences. [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.]
ED551998
A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7250-0
243
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550253
2015
As Provided
JAN2020
No
Low Income
Socioeconomic Status
Case Studies
Qualitative Research
Mother Attitudes
Parent Child Relationship
Vocabulary Development
Language Acquisition
Cultural Differences
Young Children
Sampling
Interviews
Observation
Coding
Grounded Theory
Intervention
Misconceptions
Second Language Learning
Acculturation
Spanish
English (Second Language)
Cultural Influences
Hispanic Americans
Parada, Patricia M.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in perceptions and beliefs about children's early language development between Salvadoran mothers of low socioeconomic status from what has been the typical normative group (i.e., Mexican-American). How these perceptions and beliefs influence the verbal interactions between mother and child were also explored, illustrating how cultural context impacts vocabulary development during early language acquisition. This study used a qualitative, descriptive-exploratory methodology, founded on case study methodology, in order to facilitate an in-depth critical analysis of the effect of the perceptions and beliefs of Salvadoran mothers of low socioeconomic status on their children's early language development. Participants were selected using a combination of purposeful and snowball sampling based on pre-identified selection criteria. Data were collected through observations of mother-child verbal interactions and interviews with participants. A reflexivity journal was kept to record notes during the interviews and observations. Data analysis consisted of coding responses, member checking with participants, and identification and analysis of themes using a constant comparative method in both single case and cross-case analysis. Data from the study indicate that mothers' perceptions and parameters of normality regarding their child's early language development differ from the parameters used by early intervention professionals. In addition, the data suggests cultural differences in parent-child interaction patterns influence the child's vocabulary development. Based on the data, it can be concluded that while the mothers perceived interactions with their children as being influenced by sociodemographic variables such as economic status and education level, the presence of elements such as misconceptions regarding second language acquisition, acculturation, and cultural beliefs and values also played a significant role in the mothers' perception of their children's early language development. Recommendations for additional research and practice are included following the discussion of data. [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.]
ED551999
Culture and Early Language Development: Implications for Assessment and Intervention
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7285-2
246
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550271
2015
As Provided
JAN2020
No
Electronic Mail
Parent Participation
Middle School Students
Grade 8
Student Development
Cognitive Development
Communication (Thought Transfer)
Literature Reviews
Pretests Posttests
Surveys
Parent School Relationship
Qualitative Research
Radin, Benjamin Theodore
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 8
Elementary Education
The purpose of this study was to test the relationship between the type of school-to-home communication (regularly sent, structured emails versus ad hoc emails), the originator of these emails (teacher or student), and Parental Involvement (PI) as measured according to the frequency of email contact and distribution of student and parent emails among the tested population, as well as pretest and posttest survey data of PI. As technology advances, schools have the opportunity to communicate more often with parents through school websites, classroom web pages, and teacher email rather than face-to-face meetings and letters. Schools can take advantage of technology to improve school-to-home communications and positively affect PI. The literature review found that ad hoc emails between teachers and parents positively affected PI; parents communicated more often with teachers (Bouffard, 2006; Reed, 2008). However, the research only looked at parents' behavioral involvement in communicating about their child's academic development and did not consider a broader definition of PI to include their child's cognitive and personal development. Previous research has not studied email communication to include the regularity or structure of school-to-home emails. In addition, the research did not consider whether the child in the communication exchange added an affective element to the communication beyond that of the teacher. The current study used Grolnick, Benjet, Kurowski, and Apostoleris's (1997) theory of PI that consists of Behavioral, Cognitive-intellectual, and Personal variables to identify type and degree of PI. The study randomly assigned three eighth-grade classrooms to one of three conditions: a) structured, bi-weekly emails from the teacher that included messages about the behavioral, cognitive-intellectual, and personal development of children in the eighth grade; b) the same bi-weekly emails as in (a) but sent by students in the second class; and c) no regular emails from the teacher or students of the third class. A pretest and posttest survey, the Modified Parental Involvement Scales (MPIS), based on Grolnick, Kurowski, Dunlap, and Hevey (2000) identified type and degree of PI as perceived by parents and students. Students rated PI significantly lower than their parents in the three dependent measures. Posttest scores were little changed from the pretest with the exception of the No Email group having significantly lower Behavioral posttest scores than the pretest results. Analysis of individual survey variables found 25 of 39 questions significantly different between parents and students. Core classroom teachers and the middle school principal recorded the total number of emails by class that they received from parents during the semester of the study. The number of emails received from parents during the study was very low, which is consistent with other literature (Bouffard, 2006; Thompson, 2008). Additionally, PI ratings were low on the Behavioral (School involvement) measure. Qualitative data found that parents were favorable to their children being involved in the communication process, and they preferred regular, consistent, and thorough communication from their child's teachers. More research is needed to test if an email treatment can have favorable effects on PI. Educators and researchers need to continue to investigate treatments in communications to encourage and support PI. [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.]
ED552000
Using Email to Improve Parental Involvement in Middle School
ProQuest LLC
Ed.D. Dissertation, Lehigh University
2013-00-00
978-1-2678-7298-2
148
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550277
2015
As Provided
JAN2020
No
Working Class
College Students
Student Experience
Social Values
College Presidents
Administrator Characteristics
Springer, Mary E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Working-class students enter college lacking necessary capital to predict their academic and personal success making college success less likely than for middle class students (Bufton, 2003; Mack, 2006; Paulsen & St. John, 2002; Rose, 1997; Wegner, 1973). This same social class origin helps to define experiences, provides context for understanding these experiences, and ultimately can be a strong motivation to succeed. With the help of personal and professional mentors, strong working-class family values, and an innate drive to succeed, the university presidents in this study have survived in a culture in which they did not have the necessary capital to naturally be academically, personally, and professionally successful. With a strong proportion of today's first-time college students enrolling directly from high school, almost 55% nationally, and almost 40% nationally coming from working-class backgrounds, the university presidents in this study have provided a strong insight into the experiences and culture of working-class college students and those who become university presidents (U.S. Department of Education, National Center for Education Statistics, 2008). [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.]
ED552001
The Experiences of Working-Class College Students Who Became University Presidents
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2012-00-00
978-1-2678-7322-4
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550286
2015
As Provided
JAN2020
No
Racial Identification
Multiracial Persons
College Students
Student Attitudes
Student Surveys
Likert Scales
Genealogy
Physical Characteristics
Attachment Behavior
Cross Cultural Studies
Regression (Statistics)
Factor Analysis
Steele, Helen Diamond
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Higher Education
Postsecondary Education
The purpose of this study was to identify the factors that influence mixed race college students' choice of racial identity. This study also explored whether or not there are any differences among each of the racial identity groups' perceptions of institutional support for mixed race college students. The theoretical framework of this study was formed by Chickering's Theory of Psychosocial Identity Development, Wijeyesinghe's Factor Model of Multiracial Identity, and Renn's Patterns of Multiracial Identity. The eight research questions that guided this study addressed hypothesized factors that may have a relationship with a mixed race student's racial identity and students' perceptions of institutional support for mixed race students. The sample included traditional age college students (18-24 at the time of the survey) who are mixed race (which is defined as having biological parents belonging to different racial groups) and enrolled as full-time students (registered for twelve or more credits) at an institution that was a member of the University System of Georgia. This study employed a survey instrument that included 63 multiple-choice and Likert scale questions and was divided into six sections: (a) racial ancestry, (b) racial identity, (c) physical appearance, (d) cultural attachment, (e) other social identities, and (f) institutional characteristics. The following quantitative methods were employed to analyze the collected data: (a) descriptive statistics, (b) Cochran-Mantel-Haenszel test, (c) analysis of variance, (d) multinomial logistic regression, and (e) factor analysis. Implications for future research, policy, and practice are included. [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.]
ED552002
Racial Identity Development of Mixed Race College Students
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-7324-8
216
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550287
2015
As Provided
JAN2020
No
Instructional Leadership
Principals
Burnout
Administrator Attitudes
Surveys
Likert Scales
Measures (Individuals)
Social Networks
Correlation
Group Membership
Psychological Patterns
Gender Differences
Age Differences
Educational Attainment
Geographic Location
Enrollment
Employment Experience
Reliability
Demography
Tillery, Denise Artus
Dissertations/Theses - Doctoral Dissertations
Maslach Burnout Inventory
New York
District of Columbia
District of Columbia
New York
Maslach Burnout Inventory
English
Elementary Secondary Education
This study examined the extent to which participation in a formal network has on a principal's personal perception of burnout as measured by the Maslach Burnout Inventory for Educators (MBI-E). The MBI-E consists of 22 questions with responses indicated on a 7 point Likert scale ranging from 0-6. It measures three constructs of emotional exhaustion, depersonalization, and personal accomplishment. Analysis was completed on data obtained by surveying principals in New York City and Washington, DC that were also members of National School Leaders Network. The researcher added 12 questions to the MBI-E in order to examine the categories of gender, age, highest degree earned, state in which they are principal, type of school, level of school, enrollment, years as a principal, extent of burnout and extent of burnout since becoming a network member. Reliability coefficients indicate the survey items were significantly correlated to each other within each construct of the MBI-E. Demographic characteristics were combined with each construct and analyzed. The findings support the conclusion that principals generally report experiencing less perceived burnout since becoming an SLN member. These were not significant findings of any specific demographic characteristic having a greater impact on perceived burnout. Recommendations were made relating to the creation of formal principal networks as a means of professional development to reduce burnout. The outcomes of this study furthered the research on principal burnout. Based on the findings, there continues to be a strong need for effective professional development for principals in order to reduce principal burnout. Furthermore, issues on how to retain younger principals were also revealed. Further studies addressing either topic are warranted. [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.]
ED552003
A Preliminary Examination of the Impact of a Structured Principal Network on Principal Burnout
ProQuest LLC
Ed.D. Dissertation, East Carolina University
2012-00-00
978-1-2678-7330-9
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550290
2015
As Provided
JAN2020
No
Elementary School Teachers
Music Teachers
Music Education
Communities of Practice
Qualitative Research
Case Studies
Educational Assessment
Music
Suburban Schools
School Districts
Educational Research
Interviews
Observation
Teacher Morale
Academic Achievement
Teaching Methods
Anderson, Amy K.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Elementary Education
The purpose of this qualitative case study was to identify ways in which teachers' participation in a subject-specific music professional learning community (PLC) impacts instruction and assessment of musical skills. Previous studies have provided evidence of PLCs' impact on teaching and student learning in many subject areas, but little has been done to examine the impact on music education specifically. The conceptual base for this case study was the PLC framework as reported in school level research. The research question was focused on the experiences of elementary music teachers in a music-specific PLC in a suburban school district in a southwestern state. Data collection included interviews with participating music teachers and fine arts administrators, observation of PLC meetings, and document analysis. Data were analyzed using Hatch's typological analysis based on the components of PLCs outlined in the conceptual framework. The findings revealed overall positive impacts of PLC participation on teacher morale, student learning, and teaching practices. It was recommended that more collaborative time for PLC activities be designated by school administrators. These findings could lead to positive social change by empowering more teachers to implement PLC practices, and by doing so, teachers may be more likely to engage in their own professional development to improve their teaching practices, increase teaching morale, and enhance student learning in music. [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.]
ED552004
Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-7353-8
164
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550306
2015
As Provided
JAN2020
No
Phenomenology
Self Efficacy
Resilience (Psychology)
Qualitative Research
High School Equivalency Programs
Semi Structured Interviews
Suburban Schools
Questionnaires
Dropouts
Personality Traits
Parent Participation
Attendance
Teacher Influence
Student Attitudes
Urban Areas
Bayles, Ronald
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
High School Equivalency Programs
High Schools
Adult Education
Secondary Education
The purpose of this study was to explore the lived experience of urban students in Central Alabama with high self-efficacy who have dropped out of school to pursue a GED. This study: (a) provided a platform that gave voice to students to share their lived experience as they made the decision to drop out of high school, (b) identified the character traits of students with high self-efficacy, and (c) revealed the essence of what motivated students to move to resilience after appearing to give up. A qualitative research design was used. The phenomenological approach provided the opportunity for participants to express what they experienced during the process of dropping out of school. Students attending a GED class were chosen using purposeful sampling. Students were given a questionnaire to determine efficacy. Participants ages ranged from 17-19. This age was selected for the purpose of utilizing students who had not been far removed from the high school experience. Students were interviewed for 45 minutes using semi-structured questions. The four themes that emerged from the study included: parental involvement, absenteeism, teacher influence, and early challenges. The research revealed the impact early challenges had on students' perceptions of their ability to negotiate school. [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.]
ED552005
Examination of Urban High School Dropouts with High Self-Efficacy: A Phenomenological Study
ProQuest LLC
Ph.D. Dissertation, The University of Alabama at Birmingham
2012-00-00
978-1-2678-7362-0
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550314
2015
As Provided
JAN2020
No
Identification
Information Technology
Internet
Credentials
Medieval History
Modern History
Case Studies
Chango, Mawaki
Dissertations/Theses - Doctoral Dissertations
English
What does a digital identity token have to do with medieval seals? Is the history of passports of any use for enabling the discovery of Internet users' identity when crossing virtual domain boundaries during their digital browsing and transactions? The agility of the Internet architecture and its simplicity of use have been the engines of its growth and success with the users worldwide. As it turns out, there lies also its crux. In effect, Internet industry participants have argued that the critical problem business is faced with on the Internet is the absence of an identity layer from the core protocols of its logical infrastructure. As a result, the cyberspace parallels a global "territory" without any identification mechanism that is reliable, consistent and interoperable across domains. This dissertation is an investigation of the steps being taken by Internet stakeholders in order to resolve its identity problems, through the lenses of historical instances where similar challenges were tackled by social actors. Social science research addressing the Internet identity issues is barely nascent. Research on identification systems in general is either characterized by a paucity of historical perspective, or scantily references digital technology and online identification processes. This research is designed to bridge that gap. The general question at its core is: "How do social actors, events or processes enable the historical emergence of authoritative identity credentials for the public at large?" This work is guided by that line of inquiry through three broad historical case studies: first, the medieval experience with seals used as identity tokens in the signing of deeds that resulted in transfers of rights, particularly estate rights; second, comes the modern, national state with its claim to the right to know all individuals on its territory through credentials such as the passport or the national identity card; and finally, viewed from the United States, the case of ongoing efforts to build an online digital identity infrastructure. Following a process-tracing approach to historical case study, this inquiry presents enlightening connections between the three identity frameworks while further characterizing each. We understand how the medieval doctrines of the Trinity and the Eucharist developed by schoolmen within the Church accommodated seals as markers of identity, and we understand how the modern state seized on the term "nationality"--which emerged as late as in the 19 th century-- to make it into a legal fiction that was critical for its identification project. Furthermore, this investigation brings analytical insights which enable us to locate the dynamics driving the emergence of those identity systems. An ordering of the contributing factors in sequential categories is proposed in a sociohistorical approach to explain the causal mechanisms at work across these large phenomena. Finally this research also proposes historically informed projections of scenarios as possible pathways to the realization of authoritative digital identity. But that is the beginning of yet another story of identity. [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.]
ED552006
Becoming Artifacts Medieval Seals, Passports and the Future of Digital Identity
ProQuest LLC
Ph.D. Dissertation, Syracuse University
2012-00-00
978-1-2678-7377-4
527
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550326
2015
As Provided
JAN2020
No
Computer Mediated Communication
Information Technology
Educational Technology
Social Theories
Social Cognition
Radio
Self Efficacy
Self Control
Written Language
Oral Language
Communication Strategies
Socialization
High School Students
Cognitive Processes
Emotional Development
Behavior Problems
Technology Uses in Education
Chauncey, Sarah A.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The ability to interact with peers and coworkers in online digital networks is essential in learning and business environments. Our digital participatory culture is based on communication in response to purposeful activity and is facilitated by information and communication technologies (ICT). Students with emotional, behavioral, and learning disabilities are often disengaged and excluded from this knowledge-building conversation. This disengagement results in a cycle of failure exhibited through diminished self-efficacy and inadequate academic and emotional self-regulation. A critical goal of those who work with these students is to bolster their resilience, persistence, participatory, and communicative skills-to invite them back into the conversation. This research study investigated the potential for wireless grids technologies to serve as a viable infrastructure for students in a therapeutic high school setting to participate in digital social networks. Using social cognitive theory as a theoretical framework and activity theory as a conceptual framework, this study specifically investigated how a wireless grids implementation of the WeJay Social Radio Edgeware Gridlet was used to positively impact perceived self-efficacy and academic and emotional self-regulation associated with written and oral communication. This study also investigated how a digital networked environment could extend and enhance current methods used by school staff and programs to address cognitive, emotional, and behavioral issues affecting student socialization and learning in a therapeutic high school setting. The supports, resources, and opportunities for collaboration and socialization in the networked environment of the research space proved motivating for students and staff, and fostered academic, emotional, and behavioral self-regulation and positive self-efficacy for written and oral communications as evidenced by the artifacts and radio shows produced by students. Furthermore, students and staff participants expressed their interest in continuing to use WeJay. The outcomes of this research study suggest that informal, interest-based learning should take place in school. For some students, school is the only place they will have access to the technology and supports required to engage in powerful informal learning experiences. For fragile populations, these experiences may provide opportunities for success that have eluded students in formal, teacher-directed, curriculum-driven educational settings. [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.]
ED552007
Can You Hear Us Now? Investigating the Effects of a Wireless Grid Social Radio Station on Collaboration and Communication in Fragile Populations
ProQuest LLC
D.P.S. Dissertation, Syracuse University
2012-00-00
978-1-2678-7378-1
350
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550327
2015
As Provided
JAN2020
No
Instructional Leadership
Student Attitudes
Elementary School Students
Principals
Student Empowerment
Administrator Effectiveness
Elementary Schools
Barriers
Qualitative Research
Urban Schools
Suburban Schools
Damiani, Jonathan
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The need for principals to have the time and tools to focus on instruction and student learning has continued to intensify. At the same time, the incongruence between what principals want to do instructionally and have time to do, creates dire consequences for school leaders and their work in making a difference in schools regarding staff and student improvement. This study examines whether and how principals take their lead from students, and use student voice, to create more responsive schools, and more responsible models of leadership. In order to describe and explain whether and how principals have used students' perspectives to meaningfully structure their experiences of school and learning, I explore how students can naturally inform the work being done by principals in order to bring students' attitudes and feelings about school, learning and leadership into the dominant discourse on effective administrative practice. I consider issues of student agency and voice within four very different elementary school settings. Further, I consider the challenges students face, and the ways principals are preparing to address these challenges. In this study I address roadblocks to responsive leadership in urban, suburban, and rural schools using a cogenerative qualitative approach that principals and students can use to create new dialogue and shared theories that are focused on improving both administrative function and the instructional programs of their schools. This approach has revealed a new shared theory which includes students in models of school leadership. Central to this theory is a call for principals to use more student-driven approaches to guiding their principalship, so that students can be empowered as learners and school leaders in their own right. [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.]
ED552008
Unlocking Students' Perspective of Leadership
ProQuest LLC
Ph.D. Dissertation, Syracuse University
2012-00-00
978-1-2678-7388-0
388
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550336
2015
As Provided
JAN2020
No
Scholarship
Problem Solving
Authors
Moral Issues
Moral Development
Abstract Reasoning
Graduate Students
Teacher Education Programs
Correlation
Scores
Plagiarism
Cheating
Rating Scales
Reading Skills
Achievement Gains
Writing Instruction
Self Efficacy
Writing Skills
Ethics
Integrity
Greer, Jennifer L.
Dissertations/Theses - Doctoral Dissertations
United States (South)
Defining Issues Test
Defining Issues Test
English
Higher Education
Postsecondary Education
The public expects its educational leaders--from instructional leaders and principals to college administrators and deans--to be moral exemplars. Nowhere is moral behavior more central to the central mission of teaching and learning than in the realm of academic integrity, where decisions are made daily about grading, testing, promotion, admissions, placement, and awards. Moral problem solving, one essential and teachable component of moral behavior, has been studied in teachers and, to a lesser extent, principals. Yet little empirical research has been conducted on moral problem solving, or reasoning, among educational leadership graduate students in training for positions of responsibility. In particular, no studies have addressed this population's moral reasoning in relation to their academic authorship practices while they are writing for high stakes and becoming scholars. The purpose of this doctoral research was to explain the relationship between moral problem solving and academic authorship practices for educational leadership/administration (EDL/EDA) graduate students in five advanced schools in one Southern state. Using a correlational, explanatory design, the researcher administered an online questionnaire that included two established measures, the Defining Issues Test (DIT)-2 and the Academic Practices Survey (APS), along with an exploratory authorship/leadership dilemma and writing histories to assess master's and doctoral students. Of 539 students contacted for the census study, 113 respondents, or 21%, were considered a core group of completers for analysis. Results showed that these EDL/EDA students scored significantly lower on advanced, or postconventional, moral thinking, than those in a 2005-2009 national norm for graduate students across the disciplines. Additionally, the educators' moral problem-solving scores were significantly correlated with their self-reported behavior on a plagiarism subscale, but not a cheating subscale. Notably, EDL/EDA students reported relatively low levels of authorship activity and significantly lower levels of confidence in their summarizing skills than in their academic reading skills. Given prior research showing lower-than-average scores for moral reasoning among educators as well as proven gains from professional ethics and academic writing instruction, this study has multiple implications for higher education faculty and administrators who seek to train graduate students to become exemplary educational leaders and scholars. [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.]
ED552009
Becoming Scholars: Examining the Link between Moral Problem-Solving and Academic Authorship Practices in Future Educational Leaders in One Southern State
ProQuest LLC
Ph.D. Dissertation, The University of Alabama at Birmingham
2012-00-00
978-1-2678-7404-7
178
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550350
2015
As Provided
JAN2020
No
Statistical Analysis
Correlation
Technology Integration
Social Cognition
Self Concept
Ability
Experience
Social Theories
Self Efficacy
Behavior Theories
Surveys
School Districts
Teacher Attitudes
Technology Uses in Education
Barriers
Educational Technology
Miles, Pauline
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Although federal and state departments of education have provided funding, programs, and policies to address barriers to technology integration, the frequency to which technology is used in classrooms for teaching and learning remains relatively unchanged. Without justification for continued funding, districts stand to lose a portion of their educational budget. While research exists on the barriers to classroom technology integration, districts have not examined constructs that specifically hinder the frequency of technology integration. The purpose of this nonexperimental, quantitative study was to determine whether a relationship existed between technology integration frequency and social cognitive constructs, operationalized through self-perceived ability, type of technology, and years of experience. Bandura's social cognitive theory (SCT), which embodies the concept of self-efficacy, and Ajzen's planned behavior theory (PBT), which focuses on intended behavior, served as the theoretic frameworks for this study. Self-report survey data were collected from 139 teachers in a Northeastern school district to inform research questions. Pearson's r and ANOVA were employed to analyze survey results. Statistical tests indicated no significant relationship between the independent and dependent variables. It is recommended that school districts examine technology integration practices and share findings with faculty to improve technology integration frequency. This information sharing will promote positive social change for districts by identifying constructs that impede technology use, and increasing the likelihood that teachers use technology for teaching and learning. [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.]
ED552010
The Relationship between Social Cognitive Barriers and Technology Integration Frequency in a Northeastern School District
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-7423-8
140
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550367
2015
As Provided
JAN2020
No
Foreign Countries
Qualitative Research
Films
Disabilities
Attitudes toward Disabilities
Social Attitudes
Graduate Students
Imagery
Gender Issues
Sexuality
Social Bias
Neoliberalism
Gender Differences
Woo, Chung Wan
Dissertations/Theses - Doctoral Dissertations
South Korea
South Korea
English
Higher Education
Postsecondary Education
Using qualitative research methods, this dissertation closely examines discourses and representations of disability from the cinematic images of disabled characters and their families in two South Korean films, "Oasis" (C. Lee, 2002) and "Malaton" (Y. Jung, 2005) as well as from the responses of nineteen Korean graduate students at a US research university to disability imagery of the films. The findings on the representation of disability in the films indicate that disability is used as a visual reminder to restore previously marginalized identities, such as gender and sexuality. Situated in the Korean male crisis brought on by the 1997 economic turmoil, the films disclose Neo-Confucian patriarchy's attempt at maintaining its privileged status and its complicity with the neo-liberal logic. The successful alliance between the two relies heavily on the depoliticization of disability. In the process, disabled characters are reduced to visual metaphors to signify the perceived marginalization of nondisabled people and a living means of proving able-bodied supremacy. In the films, the dominant ideologies, patriarchy, ableism, and neoliberalism, are materialized through normatively feminizing and sexualizing a disabled woman in "Oasis" and blaming a mother of an autistic son and remasculinizing the son with the familiar trope of "supercrip" in "Malaton." Even though the films are saturated with disability imagery, the focus of the participants, none of whom are disabled themselves, shift away from disabled characters toward themselves. Consequently, disability becomes an emblem of these nondisabled participants' own concerns and desires to approximate "normal," especially gender-based obstacles, expression of gender identity, sexuality, and repression. A sense of marginalization and aspiration is strongly felt by female participants who symbolically use disability to critique male-oriented Korean society. Their male counterparts tend to deploy disability as a tool to express their perceived marginalization and nostalgia for a patriarchal social order. However, identification with disabled characters is short-lived, and the participants of both genders ultimately disassociate themselves from disability and disabled people due in large part to their hegemonic understanding of disability. In other words, narratives of tragedy, disease, and dependency appear to override their partial attachments to the plight of disabled characters and their family members. Constrained by the cinematic treatments of disability and participants' assumed fear and guilt of disability, the participants fail to fully engage with disability and to understand it as an important part of human diversity. The findings imply that a Disability Studies perspective, one that shifts from medical to social framing, is very useful when it interrogates the connections between disability and other social identities. A perspective can politicize disability, while also helping alleviate sensitivity and fear through discussion, and can, at its best, provide a safe space in which people can critically engage with disability. [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.]
ED552011
"Seeing Another/Seeing Oneself": Nondisabled Audiences' Perspectives on Disability in Two South Korean Films, "Oasis" (2002) and "Malaton" (2005)
ProQuest LLC
Ph.D. Dissertation, Syracuse University
2012-00-00
978-1-2678-7457-3
254
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550393
2015
As Provided
JAN2020
No
Beginning Principals
Mentors
Computer Mediated Communication
Participant Characteristics
Technological Literacy
Objectives
Responsibility
Technical Education
Asynchronous Communication
Synchronous Communication
Russo, Erin D.
Dissertations/Theses - Doctoral Dissertations
English
This descriptive case study includes both new principals and their mentor principals engaged in e-mentoring activities. This study examines the components of a school district's mentoring program in order to make sense of e-mentoring technology. The literature review highlights mentoring practices in education, and also draws upon e-mentoring research in the fields of business and healthcare. This is an innovative study because the use of e-mentoring technology for principal support and development is unexplored. Senge's (1990) learning organization serves as a theoretical foundation, focusing this study by recognizing that the success of a principal is tied to the success of the principal's school. The development of a case study protocol ensured thorough analysis of the five sources of data collected: 1) documentation; 2) archival records; 3) interviews; 4) direct observations; and 5) physical artifacts (Yin, 1994; 2009). Findings included eight elements that impact e-mentoring: 1) background knowledge and experience of the participants; 2) technology experience of the participants; 3) job-related duties and responsibilities of the participants; 4) goals and aims of the e-mentoring program; 5) content of the e-mentoring conversations; 6) technology training provided to participants; 7) synchronous or asynchronous nature of the technology involved; and 8) support for multiple mentors and mentees. [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.]
ED552012
E-Mentoring for New Principals: A Case Study of a Mentoring Program
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7476-4
220
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550401
2015
As Provided
JAN2020
No
Elementary School Students
Limited English Speaking
Language Proficiency
Equal Education
Educational Assessment
Testing Accommodations
Educational Legislation
Federal Legislation
Achievement Gap
Student Diversity
Mathematics Tests
Knowledge Level
Mixed Methods Research
Translation
English (Second Language)
Deysson, Sandra Lynn
Dissertations/Theses - Doctoral Dissertations
Virginia
No Child Left Behind Act 2001
Virginia
No Child Left Behind Act 2001
English
Elementary Education
Grade 3
This study focused on the aspect of the No Child Left Behind Act (NCLB) and the Virginia Department of Education (VDOE) that require the inclusion of all limited English proficient (LEP) students in testing situations, simultaneously making an effort to close the achievement gap. NCLB indicates that each state is to assess students in a language and form that facilitates an accurate understanding of what LEP students know and can do. Using a representative sample of third grade students from a linguistically diverse school district in Virginia, this study was conducted to see if modified-English translation accommodations assist LEP students to demonstrate their mathematics content knowledge, concurrently eliminating language barriers. In Virginia, mandatory state assessments are administered in English and LEP students often encounter testing difficulties due to a lack of English proficiency. Low scores on these assessments result in LEP students being placed in inappropriate academic tracks, being retained an additional school year, and being offered limited academic opportunities, all resulting in a lack of confidence. In some cases, LEP students are unable to graduate. This study aimed to use an experimental mixed design to determine whether third grade LEP students perform better on mathematics assessments that are linguistically modified and translated into Spanish. The findings of this study suggested modified-English, translation accommodations improve LEP 1 & 2 students mathematics content knowledge. The modified-English, translation accommodation did not significantly improve LEP 3 & 4 student mathematics test scores. This indicated as a student's English proficiency improves, the modified-English, translation accommodation is not necessary. This study was intended to provide policy makers insight into whether modified-English translation would be considered a viable accommodation for the LEP population. [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.]
ED552013
Equity for Limited English Proficient Students Regarding Assessment and Effectiveness of Testing Accommodations: A Study of Third Graders
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7506-8
155
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550425
2015
As Provided
JAN2020
No
Surveys
Individual Characteristics
Community Characteristics
Self Efficacy
Nursing Students
College Students
Minority Group Students
African American Students
White Students
College Freshmen
Comparative Analysis
Social Support Groups
Student Needs
Chatman, Mary B.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Healthcare disparities and inequities have been at the forefront of the health agenda, thus supporting that minority healthcare is of poorer quality than that experienced by the majority population. Compounding this issue is the fact that our nation is growing more diverse. Only modest strides have been made to increase the diversity in the nursing workforce so patient care needs can be better met. Using a 99-item survey, this study evaluates the relationship between personal factors, community factors, and the level of self-efficacy related to nursing as a career in pre-nursing minority students in higher education. The sample consisted of 88 African American and Caucasian freshman and sophomore students. No statistically significant differences were found between the two ethic groups in nursing academic, clinical self-efficacy, or general self-efficacy. Differences were found between the ethnic groups in the kinds of social support needed by the students. These findings suggest that when minorities have relatively the same personal and community influencing factors as Caucasian students, they achieve comparable levels of self-efficacy. These findings may suggest that other variables and perhaps other theories need to be examined. [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.]
ED552014
Self-Efficacy in Freshman and Sophomore Nursing Students
ProQuest LLC
Ph.D. Dissertation, East Carolina University
2012-00-00
978-1-2678-7522-8
161
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550437
2015
As Provided
JAN2020
No
Community Colleges
Instructional Leadership
Educational Innovation
Theories
Network Analysis
Statistical Analysis
Correlation
Computer Software
Attitudes
College Administration
McFarland, Melissa Lee
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study was to investigate the role of leadership and its influence on innovation at a two-year college, paying particular attention to the network structure, the influence of leadership (formal and informal), and environmental influence. The goal was to learn about the nature of innovation at two-year colleges by studying the environment and leadership at these institutions, relative to theory, specifically complexity theory and dynamic network analysis, to gain an understanding of the complex dynamics that makes up the two-year college. The study looked at these influences and innovation as dynamic, changing processes between interconnected agents within a network and, therefore, relied on dynamic network analysis as the methodology to gain an understanding of the network within this two-year college. Within the analysis, the inferential statistical procedures of MANCOVA and canonical correlation analysis provided insight about relationships. Data was also analyzed using network measures, near-term analysis simulation, belief propagation, and visualization tools available in the Organization Risk Analyzer software. Results show that leadership does play a role in attitudinal beliefs about innovation, but that leadership does not have a significant effect on diffusing innovation within the network. School administration was seen as much of an influence to the network as national and field specific concerns. The results indicate that leaders within education should focus on creating the dynamics for innovation and fostering positive attitudes about innovation. [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.]
ED552015
A Dynamic Network Analysis of Innovation and Leadership in Two-Year Colleges
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-75594
243
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550464
2015
As Provided
JAN2020
No
Teacher Effectiveness
Elementary School Teachers
Principals
Middle School Teachers
High Schools
Secondary School Teachers
Surveys
Teacher Competencies
Administrator Attitudes
Teacher Attitudes
Statistical Analysis
Teaching Experience
Instructional Program Divisions
School Size
Age Differences
Geographic Location
Parker, Jack Lee, Jr.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
The purposes of this study were twofold: determine how teacher perceptions change over time in their ability to create a desired effect on student learning and examine the differences between principal and teacher perceptions of teacher efficacy. Principals and teachers at 150 public schools, broken down as 50 from elementary schools with a grade configuration of pre-kindergarten through Grade 5, 50 from middle schools with a grade configuration of Grade 6 through Grade 8, and 50 from high schools with a grade configuration of Grade 9 through Grade 12 were selected to participate in the study. Each principal was sent the Teacher Efficacy Survey for principals and was asked to forward the Teacher Efficacy Survey for teachers to their teaching staffs. Of the 150 schools chosen from the population for participation in the study, 52 principals and 171 teachers responded to the survey. The principal return was 35%. The number of teachers in the sample population was undetermined due to the lack of knowledge regarding how many teachers actually received the instructions from their principals. Statistical analysis of the data included descriptive statistics comparing each of the 20 questions to the average scores of all questions for teacher and principal groups. A paired samples two-tailed t-test or an analysis of variance (ANOVA) was used to test the 10 null hypotheses. The level of significance for the analyses of variance was set at .05. Three of the 10 hypotheses were found to have a significant difference in perceptions of teacher efficacy among teachers in various grade level configurations, principals in various grade level configurations, and between male and female teachers. No significant differences were found among teachers with various experience levels, between the teachers and principals of each of the grade level configurations, among teachers in various school sizes, among teachers of different ages, and among schools in various geographical settings. Perceptions of teacher efficacy did differ among teachers in elementary school, teachers in middle school, and teachers in high school with teachers in elementary schools having the highest degree of teacher efficacy, teachers in middle school having the second highest degree of teacher efficacy, and teachers in high school with the lowest level of teacher efficacy among the three groups. These perceptions of teacher efficacy among principals in elementary schools, principals in middle schools, and principals in high schools also differed very similarly to those of teachers with elementary school principals having the highest degree of teacher efficacy, principals in middle school having the second highest degree of teacher efficacy, and principals in high school with the lowest level of teacher efficacy among these three groups. Along with the findings that female teachers have a higher degree of teacher efficacy than male teachers, this research supports that of others in that teacher efficacy is mostly formed during the student teaching and first year of employment for teachers. It is important that young teachers receive needed support and guidance as they form their perceptions of teacher efficacy through mastery experiences. [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.]
ED552016
Perceptions of Teacher Efficacy in Changing Times
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2012-00-00
978-1-2678-7574-7
113
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550472
2015
As Provided
JAN2020
No
Trust (Psychology)
College Presidents
Office Occupations
School Personnel
Organizational Culture
Qualitative Research
Case Studies
Interviews
Observation
Content Analysis
Mann, Leslie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to explore the role of trust between the higher education president and assistant to the president in light of institutional culture. The researcher employed a qualitative case study research design using interviews, observations, and document analysis at a single institution. The theoretical framework used for this dissertation was William Tierney's Grammars of Trust (2006). The research questions included the following: 1) What does trust look like between the higher education president and the assistant to the president according to the research participants; 2) What are the most common ways in which trust is experienced by the higher education president and assistant to the president; 3) How does institutional culture influence the role of trust between the president and assistant to the president? Trust as faith, an exchange, and a cultural construction yielded the most thick and rich data. Trust was found to be experienced most via shared and learned experiences. The value of trust and its importance between the higher education president and assistant to the president is highlighted. [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.]
ED552017
Exploring Trust between the Higher Education President and the Assistant to the President
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-6958-6
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550063
2015
As Provided
JAN2020
No
Predictive Validity
Reading Tests
Meta Analysis
Reading Comprehension
Educational Research
Evaluation Research
Correlation
Standardized Tests
Sex
Instructional Program Divisions
Socioeconomic Status
Race
Ethnicity
Native Language
McConnell, Erica Diane
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
Since the National Reading Panel report and passage of No Child Left Behind, one particular reading instrument, "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS), has gained nationwide attention. As a result, DIBELS has been used in thousands of schools across the nation as a means of early identification, intervention, and progress monitoring. DIBELS has the potential to identify at-risk learners at early stages so that interventions may be implemented proactively to facilitate reading success for every student. Previous research has not focused on the predictive validity of each DIBELS measure and studies have tended to generalize the results to all students rather than disaggregating the data between groups. A meta-analysis was conducted to examine the findings from numerous independent quantitative studies in order to analyze the predictive validity of each DIBELS measure in relation to reading comprehension. The secondary purpose was to explore whether each DIBELS measure predicted reading comprehension outcomes equally well for subgroups of students differentiated by gender, grade, socio-economic status, race, ethnicity, and primary language in order to examine the generalizability of outcomes with students from various cultural and linguistic backgrounds. Although over 1,000 DIBELS studies were initially reviewed, only 52 studies met the inclusion criteria. Using a random-effects model, analysis of each DIBELS measure revealed statistically significant moderate to large correlations compared to standardized reading measures but were also marked by high amounts of variability between studies. It was hypothesized that certain moderator variables would influence the relationship between the DIBELS measure and reading measure but only a few were actually significant, leaving a large amount of variability still unexplained. A major limitation to this study was the lack of disaggregated data for subgroups of students. Despite the legislative emphasis through NCLB and IDEA on reducing the over-representation of diverse students being identified for special education, available studies did not disaggregate the data to investigate whether DIBELS is able to predict future reading success for subgroups of students. Therefore, future empirical studies should report all demographic data disaggregated by subgroups for further analysis. Implications for school personnel (e.g., usefulness and lack of evidence of harm in using one-minute screeners of early literacy skills beginning in kindergarten to identify and intervene with potential at-risk readers; availability of Spanish version for use with some English language learners) and directions for future research were also discussed further. [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.]
ED552018
An Examination of the Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills: A Meta-Analysis
ProQuest LLC
Ph.D. Dissertation, University of Northern Colorado
2012-00-00
978-1-2678-6960-9
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550065
2015
As Provided
JAN2020
No
Audience Response Systems
College Science
Science Instruction
Instructional Effectiveness
Science Achievement
College Students
College Faculty
Teacher Attitudes
Comparative Analysis
Teacher Surveys
Statistical Analysis
Grades (Scholastic)
Factor Analysis
Morgan, Sheila
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
Higher Education
Postsecondary Education
Clickers have been used in schools for nearly a decade. However, there is limited research examining clicker influence on student achievement. Using the Mollborn and Hoekstra (2010) Clicker Model as its theoretical framework, this study investigated the influence of clicker use on higher education science classrooms. The research was conducted in two parts: 1) a causal comparative study based on three science courses taught over two semesters examining whether there was a statistical difference in student achievement in the classes that used clickers and the classes that did not; and 2) a descriptive survey that explored the perceptions of teachers' about clicker use. Data collection had two phases: collection of student final grade averages in each class and collection of survey responses. For Research Question 1, the investigator used t-tests and a Mann Whitney U test to determine statistical differences in grades in clicker vs. non-clicker classes. For Research Question 2, the responses were coded to generate a factor analysis, descriptive statistics, and percentages. For Research Questions 3-5, the investigator coded the responses to four open-ended questions and identified themes. This research found statistically significant differences in student grades in the three science courses under study. The survey data identified positive perceptions of teachers' using clickers. Lastly, the study revealed teachers' perceived clickers as beneficial and recommended mentoring programs for educators considering clicker integration. The major conclusions of the study were that students in clicker classes outperformed students in classes without clickers and that teachers (n = 64) found clickers beneficial to teaching and learning. [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.]
ED552019
The Effect of Using Clickers in Higher Education Science Classrooms
ProQuest LLC
Ph.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-6965-4
83
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550070
2015
As Provided
JAN2020
No
School Counselors
Counselor Attitudes
Sexuality
Mental Retardation
High School Students
High Schools
Attitude Measures
Hypothesis Testing
Predictor Variables
Workshops
Conferences (Gatherings)
Professional Development
Counselor Training
Age Differences
Gender Differences
Regression (Statistics)
Correlation
Surveys
Questionnaires
Parker, Latofia P.
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
High Schools
Secondary Education
The purpose of this study was to examine high school counselors' attitudes toward the sexuality of students with intellectual disabilities. One hundred and twenty-two high school counselors in Alabama were the participants for this study. Participants completed the "Attitudes towards Sexuality and Students with Intellectual Disability Scale" (ASSIDS) and a demographic questionnaire, both developed for this research. This study examined the relationship between counselors' attitudes and variables hypothesized to predict their attitudes. The predictor variables for this study were: (a) frequency serving students with intellectual disabilities, (b) comfort discussing sexuality with students with intellectual disabilities, (c) number of academic courses taken addressing intellectual disabilities, (d) number of academic courses taken addressing sexuality, (e) number of workshops or conference presentations attended (within last three years) addressing intellectual disabilities, (f) number of workshops or conference presentations attended (within last three years) addressing sexuality, (g) counselors' age, and (h) counselors' gender. Data were analyzed using stepwise regression. The results revealed that comfort discussing sexuality with students with intellectual disabilities and the number of workshop or presentations counselors attended that addressed sexuality were predictive of counselors' attitudes. Comfort discussing sexuality with students with intellectual disabilities was positively correlated with high school counselors' attitudes and number of workshops or conference presentations attended that addressed sexuality was negatively correlated with high school counselors' attitudes. The results of this study have implications for high school counselors and counselor educators and supervisors. Future direction for research and limitations of the study are discussed. [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.]
ED552020
High School Counselors' Attitudes toward the Sexuality of Students with Intellectual Disabilities
ProQuest LLC
Ph.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-6972-2
92
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550076
2015
As Provided
JAN2020
No
Community Colleges
Two Year College Students
Science Laboratories
Scientific Attitudes
Student Attitudes
Introductory Courses
Science Instruction
Biology
College Science
Classroom Environment
Statistical Analysis
Student Surveys
Gender Differences
Nonmajors
Majors (Students)
Robinson, Nakia Rae
Dissertations/Theses - Doctoral Dissertations
Test of Science Related Attitudes
Test of Science Related Attitudes
English
Two Year Colleges
Higher Education
Postsecondary Education
The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors. [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.]
ED552021
An Evaluation of Community College Student Perceptions of the Science Laboratory and Attitudes towards Science in an Introductory Biology Course
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-6979-1
185
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550082
2015
As Provided
JAN2020
No
Muslims
Females
Acculturation
Measures (Individuals)
Goodness of Fit
Second Language Learning
Educational Policy
English (Second Language)
Foreign Students
Reliability
Laws
Item Analysis
Religious Factors
Emotional Adjustment
Student Adjustment
Correlation
Marital Status
Language Proficiency
Age Differences
College Students
Futures (of Society)
Educational Research
Cultural Differences
Foreign Countries
Hakami, Samah Mohammed
Dissertations/Theses - Doctoral Dissertations
United States
Saudi Arabia
Saudi Arabia
United States
English
Higher Education
Postsecondary Education
The purpose of this study was to explore the major acculturation challenges faced by Saudi female students who study in the U.S. and to develop a scale to measure potential acculturation challenges. The construction of the scale was based on a table of specification that included nine domains of possible acculturation challenges: (a) culture/acculturation, (b) social, (c) psychological, (d) familial, (e) language, (f) educational system, (g) financial, (h) student visa, and (i) religious challenges. The results showed that the scale was unidementional based on the Hull method and Rasch model analysis. The Rasch model was applied to examine the overall fit of the scale and the fit of the 52 items to the Rasch model. The results showed that the overall item and person fit to the scale, and all of the 52 items fit the Rasch model adequately. The scale separation indices and reliability were tested and showed suitable evidence of reliability. The content and construct validity of the scale were examined and obtained based on supported evidence which were the mean-square fit of items, unidimensionality of the scale, and the point-biserial correlations of the items. The correlation results showed that the acculturation challenges had significant negative correlation with the educational level, significant positive correlation with marital status, significant negative correlation with English proficiency, and significant negative correlation with length of stay in the U.S. However, it did not correlate with age and the four U.S. regions. The received support and hostility at the university had significant negative correlation, respectively, with acculturation challenges. There were significant positive correlations between acculturation challenges and all nine domains of the table of specification. Also, each domain in the table of specification had significant positive correlation with all the other domains. The findings from the current study can be applied in the field of acculturation studies, counseling, assessment and diagnostic studies, measurement, orientation services, and research on international students. This study provided Recommendations for Future Studies to be conducted on Saudi male students, Saudi female students in other countries, and can be applied to other international students of different nationalities. [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.]
ED552022
Applying the Rasch Model to Measure Acculturation Challenges Faced by Saudi Female Students in the United States
ProQuest LLC
Ph.D. Dissertation, University of Northern Colorado
2012-00-00
978-1-2678-7013-1
189
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550102
2015
As Provided
JAN2020
No
Technology Uses in Education
Access to Computers
Grounded Theory
Interviews
Observation
Mixed Methods Research
Teaching Methods
Educational Technology
Learner Engagement
Writing Assignments
Knowledge Level
Focus Groups
Thematic Approach
Statistical Significance
Laptop Computers
Keppler, Michael P.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to examine whether or not the use of net-book technology in the classroom altered the writing process for elementary students. The impetus for this study stemmed from the fact that more research needs to be conducted utilizing observations and interviews to examine the relationship between one-to-one technology use and student learning. The methodology chosen for this study was grounded theory. Grounded theory was determined to be the most effective method to analyze the data collected through interviews and observations in fulfillment of this mixed-method research study. The study focused on two research questions, one of which considered the impact technology had on the teaching and learning process through teacher and student interviews. The second research question considered student engagement when net-books were used as a tool for writing in the classroom setting based on classroom observations. Prior to conducting the research, an observation tool was created that combined two forms of observation focused on teaching techniques and student engagement in a one-to-one technology-rich classroom. The two observation forms were then compared to one another to determine whether or not a relationship existed between the use of net- book technology in the classroom and the way teachers facilitated learning for their students. To identify a teacher with strong pedagogy, one standard of the rubric for evaluating North Carolina teachers was utilized. The second part of the observation tool relied heavily on teacher and student content knowledge, pedagogical knowledge, and technology knowledge specific to the area of writing. Following the guidelines of grounded theory, interview questions were created for use with individual teachers and with student focus groups. The participants in this study took part in discussions focused on whether or not technology made an impact on the way information was presented, for the teachers, and the way information was received and acted upon by the students. The data collected were condensed into common themes that emerged during teacher and student interviews and also analyzed for statistical significance that became evident through the use of the observation tool. Based on the findings, the implications for net-book use as a tool for writing include a shift away from traditional teaching methods, more self-directed learning for students, increased interaction with others for feedback on writing, and the need for ongoing professional development for teachers in order to improve upon instructional practices. [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.]
ED552023
An Examination of the Impact of One-to-One Computing When Used as a Tool for Student Writing
ProQuest LLC
Ed.D. Dissertation, University of Northern Colorado
2012-00-00
978-1-2678-7021-6
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550109
2015
As Provided
JAN2020
No
African American Students
Graduate Students
Student Attitudes
Satisfaction
Counselor Evaluation
Masters Programs
Demography
Rating Scales
Regression (Statistics)
Educational Quality
Grade Point Average
Scheduling
Student Financial Aid
Conventional Instruction
Electronic Learning
Blended Learning
Online Courses
Latten, Jessie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Previous research has investigated the impact of demographic variables upon African American students in higher education (Pascarella et al., 2004; Patitu, 2000: Tinto, 1993). Few investigations have focused on African American graduate students particularly in Counselor Education. The purpose of this study was to identify predictors of the level of satisfaction of African American Master's degree students with their counselor education program. A total of 154 participants completed a demographic sheet and The Counselor Education Program Satisfaction Scale (CEPSS). Stepwise regression analysis results indicated that participants who received financial aid were less satisfied with academic quality than those who did not receive financial aid. The results also indicated an inverse relationship between GPA and Scheduling. As GPA increased the level of satisfaction with Scheduling decreased. As GPA increased the level of satisfaction with Scheduling decreased. Finally, results suggested participants in campus-based or face-to-face courses were more satisfied with clinical skills development than participants in online or blended courses. Finding from this study may be helpful to student affairs professionals, faculty, policymakers, administrators, Counselor educators, and others who are charged with the responsibilities of recruiting and retaining African American students. [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.]
ED552024
Selected Predictors of Satisfaction with Their Programs for African American Counselors Education Master's Degree Students
ProQuest LLC
Ph.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-7022-3
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550110
2015
As Provided
JAN2020
No
Severe Disabilities
Multiple Disabilities
Intervention
Responses
Small Group Instruction
Task Analysis
Elementary School Students
Special Education
Access to Education
Augmentative and Alternative Communication
Verbal Communication
Training
Student Participation
Questioning Techniques
Literacy Education
Pictorial Stimuli
Communication Strategies
Language Skills
Comprehension
Generalization
Maintenance
Check Lists
Story Reading
Teaching Methods
Lee, Cynthia D.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This study investigated the results of employing shared story reading during literacy instruction for participants with severe and multiple disabilities. This intervention was conducted in an effort to improve independent responses made by participants with severe and multiple disabilities within a small group on a task analysis during shared stories. The participants of the study were elementary students receiving special education services who were enrolled in two schools within the local educational agency (LEA). The researcher employed a task analysis to identify correct response patterns from participants. The researcher and other professionals implementing related services employed Universal Design for Learning (UDL) techniques in an effort to augment independent correct responses within small group instruction. The UDL techniques incorporated augmentative and alternative communication (AAC) devices and intraverbal training techniques in an effort to promote independence and participation. The researcher provided intraverbal training by presenting various styles of questions during literacy training, and the participants used AAC devices, picture symbols, communication boards, and objects relating to the story to appropriately respond to specific questions from the task analysis. The task analysis measured the students' intraverbal skills, comprehension, and participation. Only the independent responses were incorporated for inclusion into this study; however, general reactions and nonresponsiveness were recorded to facilitate improved participant engagement through UDL planning. This task analysis was employed for each participant during the baseline, intervention, generalization, and maintenance phases of the study. Professionals who attended the team planning meetings completed a checklist to ensure that all components of UDL were addressed for each step of the task analysis. The results of the current study indicated that the number of independent correct responses increased for all participants across all phases of the study. The study indicated that the participants engaged during shared story reading by attending to objects, using AAC devices to interact during the story and demonstrate comprehension of text. Taken together with the Browder, Mims, et al. (2008) study, the results of the study suggested that the implementation of UDL components with shared story reading is an effective method to promote literacy learning for students with severe and multiple disabilities. [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.]
ED552025
Teaching Students with Severe and Multiple Disabilities: The Implementation of Shared Stories
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-7023-0
305
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550111
2015
As Provided
JAN2020
No
Middle Schools
Science Instruction
Inquiry
Case Studies
Phenomenology
Middle School Teachers
Interviews
Observation
Science Curriculum
Questionnaires
Data Analysis
Secondary School Science
Murphy, Amy Fowler
Dissertations/Theses - Doctoral Dissertations
Alabama
Alabama
English
Middle Schools
Secondary Education
Junior High Schools
This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assessing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry. [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.]
ED552026
Sustaining Inquiry-Based Teaching Methods in the Middle School Science Classroom
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-7033-9
343
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550121
2015
As Provided
JAN2020
No
Higher Education
Public Colleges
State Aid
Money Management
College Administration
School Business Officials
Educational Finance
Administrator Attitudes
Institutional Mission
Surveys
Measures (Individuals)
Tuition
Fees
Tate, James Adam
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
State fiscal support for public higher education is declining, particularly during recessionary periods. Public colleges and universities have limited channels of revenue and depend on state appropriations for current operating needs. There is an imperative now for public institutions to do more with less, be more efficient and effective in order to meet national demand. Faced with a difficult financial outlook going forward, it is important to explore the fiscal response being developed and implemented at public four-year institutions. This study investigated, through a survey response instrument, the strategies and tactics put in place to aid public four-year colleges and universities in sustaining their financial well-being while maintaining pursuit of institutional missions. A study population that included public four-year institutions that experienced at least a 5% or more reduction in state appropriations from fiscal year 2008 to 2009 was examined to determine what financial management strategies and tactics were implemented, as well as the chief financial officers perception regarding fiscal stability. The survey collected data on the implementation of financial management tactics and the relative degree of fiscal impact of each tactic. In addition, survey questions recorded perceptions of the chief financial officers on the guiding principles of selecting a financial management response and the degree to which the implemented strategy achieved fiscal stability. The results of descriptive statistics and data analyses show that increasing tuition and fees was an integral component of the financial management response to offset the loss of state appropriations. Further, institutions, regardless of enrollment size, were found to implement a variety of tactics across all strategy types to achieve relative fiscal stability. Chief financial officers indicated that they were able to implement a wide-ranging response to eroding state appropriations that generally achieved their desired level of fiscal stability. The full findings, conclusions, and recommendations are discussed in detail at the end of the study. [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.]
ED552027
The Chief Financial Officer's Perception of Financial Management Response to Eroding State Appropriations
ProQuest LLC
Ph.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-7048-3
211
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550136
2015
As Provided
JAN2020
No
General Education
Postsecondary Education
Journal Articles
Content Analysis
Educational Change
Educational Trends
Scholarship
Praxis
Core Curriculum
Educational Principles
Word, Andrea
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
In the early years of the 21st century, general education programs in U.S. postsecondary institutions stand at the center of multiple competing pressures, from demands for accountability to calls for increasing assurances of articulation across institutions. Complicating potential responses to these normative pressures is the challenge inherent in adapting any curricular component to fit the institution in which it is implemented. A curricular component that must be both stable and harmonious within the academy yet responsive to the broader sociopolitical context, general education must encompass courses that reflect the institution's mission and its faculty strengths while simultaneously responding to the need for articulation across institutions as well as the needs of the community. In approaching general education reform, administrators and faculty typically follow one of two strategies: select from the de facto general education models of the 20th century, or emulate general education programs at institutions perceived to be at the forefront of general education praxis. In neither case is there clear evidence that those involved in general education design have consulted the body of scholarship dedicated to general education ideology. Nor has there been a recent analysis of such scholarship to determine current dominant trends in the national discourse on general education. Since 1990, numerous U.S. colleges and universities have undertaken costly and time-consuming reforms of their general education programs. To inform future general education reforms and to contribute to the understanding of priorities in general education in the early 21st century, this qualitative study reports on a documentary analysis of general education scholarship in "The Journal of General Education" from 1990 to 2011. The study reports dominant thematic trends in general education scholarship, considers the relevance of those trends in light of their resonance with a 20th-century general education paradigm, and makes recommendations regarding praxis as administrators and faculty approach the task of general education reform across the range of institutional contexts represented on the current stage of U.S. higher education. Recommendations include the use of scholarship as a source of organizing principles to guide efficient and effective general education reform. [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.]
ED552028
General Education for the 21st Century: A Quest for Common Principles
ProQuest LLC
Ed.D. Dissertation, University of Alabama
2012-00-00
978-1-2678-7055-1
190
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550142
2015
As Provided
JAN2020
No
Morphology (Languages)
Syntax
Linguistic Theory
Linguistics
Swedish
Indo European Languages
Evidence
Linares Scarcerieau, Carlo Andrei
Dissertations/Theses - Doctoral Dissertations
English
Agreement and movement go hand in hand in a number of constructions across languages, and this correlation has played an important role in syntactic theory. The current standard approach to this "movement-agreement connection" is the Agree+EPP model, whose EPP component has often been questioned on conceptual grounds. The goal of this dissertation is to develop an alternative model of the movement-agreement connection that derives it from an independently motivated principle of grammar, the Dependency Axiom (DA), which regulates the way in which grammatical dependencies of different sorts are encoded syntactically. In particular, the DA prohibits configurations in which the dominant element of a dependency is asymmetrically c-commanded by the element that depends on it. In the domain of agreement, this rules out configurations in which the target of agreement (the probe) c-commands the controller of agreement (the goal). Such configurations can be repaired, however, by moving the goal outside the c-command domain of the probe: this would be the core mechanism underlying the relation between agreement and movement. Furthermore, evidence from Swedish and Hindi is discussed, which suggests that this movement does not have to target the specifier of the probe, as long as the goal escapes the c-command domain of the latter -- a state of affairs incompatible with the Agree+EPP model, but expected under the DA. The dissertation also addresses the main empirical problem of the DA theory, which is the existence of several kinds of constructions in which the goal seems never to escape the c-command domain of the probe. I show that in these construction types, agreement often obtains in violation of syntactic locality principles, and seems instead sensitive to linear adjacency. This leads to the conclusion that the relevant forms of agreement obtain at PF, and thus it not expected for them to be subject to syntactic conditions such as the DA. [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.]
ED552029
The Dependency Axiom and the Relation between Agreement and Movement
ProQuest LLC
Ph.D. Dissertation, Rutgers, State University of New Jersey, New Brunswick
2012-00-00
978-1-2678-7084-1
441
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550157
2015
As Provided
JAN2020
No
Information Retrieval
Models
Interaction
Online Searching
User Needs (Information)
Prediction
Observation
Statistical Analysis
Liu, Chang
Dissertations/Theses - Doctoral Dissertations
English
When using information retrieval (IR) systems, users often pose short and ambiguous query terms. It is critical for IR systems to obtain more accurate representation of users' information need, their document preferences, and the context they are working in, and then incorporate them into the design of the systems to tailor retrieval to individual users. The proposed study is to personalize IR systems by tailoring search result content to individual users through the inference of useful documents during their information seeking episode, in different types of tasks. Specifically, this dissertation has two research goals: (1) generate predictive models of document usefulness based on multiple user behaviors as in different types of tasks; (2) generate predictive models of task type through observing users' search behaviors. To address these research goals, this study analyzed data collected in a controlled lab experiment. Thirty-two students were invited to participate in the study, each worked on four search tasks, and these tasks were designed to be different types. During search sessions, all users' interactions were recorded by multiple loggers. Predictive models of document usefulness and task type were generated using various statistical analysis methods. Our results demonstrate that multiple behavioral measures on both content pages and search result pages can be indicators of document usefulness. More importantly, task type affected the relationship between the behavioral measures and document usefulness, and it may therefore be necessary to build task-specific predictive models of document usefulness, which can achieve better prediction accuracy than a non-task specific predictive model. In addition, behavioral measures on within-session level and whole-session levels could be able to generate predictive models of task type. The results improve our understanding on how to infer users' search context information and document usefulness from user behaviors, and then to use this knowledge to improve the information searcher's experience; that is, to make their information search more effective and pleasurable. The research findings have theoretical and practical implications for using behavioral measures and taking account of contextual factors in the development of personalized IR systems. Future studies are suggested for making use of these findings as well as research on related issues. [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.]
ED552030
Personalizing Information Retrieval Using Interaction Behaviors in Search Sessions in Different Types of Tasks
ProQuest LLC
Ph.D. Dissertation, Rutgers, State University of New Jersey, New Brunswick
2012-00-00
978-1-2678-7092-6
213
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550165
2015
As Provided
JAN2020
No
Nursing Students
Nursing Education
Injuries
Medical Services
Simulation
Olfactory Perception
Video Technology
Observation
Nonverbal Communication
Content Analysis
Feedback (Response)
Computer Software
Responses
Higher Education
Qualitative Research
Baker, Gloria Waters
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Background: Wound care is an essential competency which nursing students are expected to acquire. To foster students' competency, nurse educators use high fidelity simulation to expose nursing students to various wound characteristics. Problem: Little is known about how nursing students react to simulated wound characteristics. Malodor is a wound characteristic which can be particularly difficult for nursing students to manage. To facilitate students' developing skills in managing malodor, nurse educators have designed high fidelity simulations including olfactory realism. However, there is a gap in nursing knowledge about nursing students' reactions to malodor in simulation. Aim of the Study: The aim of this project was to describe how nursing students reacted to malodor in video recordings of wound care simulation. Methodology: The project was an observational study using qualitative descriptive methodology to describe nursing students' nonverbal reactions to malodor in simulation. A coding scheme using the Facial Action Coding System (FACS) was drawn from the literature and revised with nonverbal behavior codes which emerged during data analysis. Based on feedback from two expert observers/raters, three coding schemes were developed and tested using NVivo software. Findings: Content analysis of participants' nonverbal reactions to malodor revealed three themes of reactions: Noticing, Confirming, and Focusing. Additionally, nonverbal reactions embedded in the three themes seemed to cluster into two patterns of behaviors: physical reactions and psychosocial reactions. Two of the coding schemes exhibited inter-rater agreement values of 82%. [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.]
ED552031
Nursing Students' Nonverbal Reactions to Malodor in Wound Care Simulation
ProQuest LLC
Ph.D. Dissertation, East Carolina University
2012-00-00
978-1-2678-7123-7
114
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550191
2015
As Provided
JAN2020
No
Intelligent Tutoring Systems
Multiple Choice Tests
Feedback (Response)
Questioning Techniques
Markov Processes
STEM Education
Chemistry
Computer Science
Learning Modules
Universities
Student Evaluation
Bryfczynski, Samuel Paul
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This dissertation describes a novel intelligent tutoring system, BeSocratic, which aims to help fill the gap between simple multiple-choice systems and free-response systems. BeSocratic focuses on targeting questions that are free-form in nature yet defined to the point which allows for automatic evaluation and analysis. The system includes a set of modules which provide instructors with tools to assess student performance. Beyond text boxes and multiple-choice questions, BeSocratic contains several modules that recognize, evaluate, provide feedback, and analyze student-drawn structures, including Euclidean graphs, chemistry molecules, computer science graphs, and simple drawings. Our system uses a visual, rule-based authoring system which enables the creation of activities for use within science, technology, engineering, and mathematics classrooms. BeSocratic records each action that students make within the system. Using a set of post-analysis tools, teachers have the ability to examine both individual and group performances. We accomplish this using hidden Markov model-based clustering techniques and visualizations. These visualizations can help teachers quickly identify common strategies and errors for large groups of students. Furthermore, analysis results can be used directly to improve activities through advanced detection of student errors and refined feedback. BeSocratic activities have been created and tested at several universities. We report specific results from several activities, and discuss how BeSocratic's analysis tools are being used with data from other systems. We specifically detail two chemistry activities and one computer science activity: (1) an activity focused on improving mechanism use, (2) an activity which assesses student understanding of Gibbs energy, and (3) an activity which teaches students the fundamentals of splay trees. In addition to analyzing data collected from students within BeSocratic, we share our visualizations and results from analyzing data gathered with another educational system, PhET. [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.]
ED552032
BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-Form Student Input
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-7148-0
127
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550201
2015
As Provided
JAN2020
No
College Housing
Public Colleges
Private Sector
Cooperation
Educational Facilities Planning
Cole, Bruce Kevin
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Evaluations of Public-Private Partnership arrangements as alternatives to traditional government procurement methods for the delivery of public infrastructure projects have been anecdotal at best. This paper proposes a framework to evaluate a public university's infrastructure asset management performance and a specific measure based on a new concept of the elapsed time required for services to be delivered (i.e., Project Completion Time). The results suggest that the choice to use a public-private partnership as a project delivery method for student housing at a public university can dramatically shorten the overall schedule. This research will serve as the foundation for future quantitative research on the relationship between PPPs and the performance of various types of public 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.]
ED552033
Building Social Infrastructure through Public-Private Partnerships: The Case of Student Housing in Public Higher Education
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-7169-5
264
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550213
2015
As Provided
JAN2020
No
Intramural Athletics
College Students
Females
Athletic Coaches
Administrators
College Athletics
Grounded Theory
Sex Role
Student Development
Semi Structured Interviews
Flint, April Susanne
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Intramural activities are conducted on virtually every college campus throughout the United States, but there is a debate as to the role of intramurals in the overall development of the student (Rothwell & Theodore, 2006). Specifically for females, not every sport is offered for participation at youth or higher levels, but intramural sports is one arena where they have the chance to learn the sport rules and referee the game. This study aims to create a base of knowledge on the experiences of female college students who work on campus as intramural sports officials. The purpose of the study is to understand how working as an intramural sports official contributes to the developmental growth of female college students and discover new methods of support and direction for this population. The researcher conducted a qualitative study utilizing constructivist grounded theory methodology to answer the primary research questions: what is the meaning of the relationship between identity development and sports officiating for female college student intramural sports officials in a higher education setting? To become more specific, the researcher explored two secondary research questions: (1) How do female college student intramural sports officials filter societal messages on gender roles in sport? (2) How does their personal view of women affect their identity development as a female college student intramural sports official? Chickering's (1979) identity development theory served as the theoretical framework to develop 21 initial interview questions. Eleven (11) female college student intramural sports officials served as the sample population (n = 11); they were interviewed utilizing a semi-structured interview process. Additionally, on the current Director of Intramural sports who worked closely with the participants was interviewed. The researcher examined additional data sources such as observations of participants while officiating, documents from the pilot study, various definitions of student success based on information gathered from several Student Affairs websites, and information regarding intramural sports officiating on college campuses to triangulate data. Data were analyzed utilizing Strauss and Corbin's (1990; 1998) methods of microanalysis, open coding, axial coding, and selective coding procedures. Field notes and memos were maintained by the researcher providing support to data analysis and allowing the researcher to identify and express emerging ideas, categories, and themes. A diagram was formed by the researcher to provide information on specific skills developed by female college student intramural sports officials that led to the definitive answer to the primary research question: student success. The researcher also created a visual diagram of the interaction among the four emergent themes that explained the relationship between identity development and intramural sports officiating: external influences, internal perceptions, intersecting identities, and student success. The researcher found that the intersections of identities became an integral part of explaining the experiences of female college student intramural sports officials. Even as younger officials were not as cognizant of how officiating fit into their identity, older, more experienced female college student intramural sports officials were more reflective in their roles as females, intramural sports officials, college students and athletes. While participants noted that working as an intramural sports official made them better students, better leaders, and better communicators, support and relationships amongst each other was missing to some extent. Female college student intramural sports officials also tended to downplay how prominent a role gender truly played in their lives. Identity salience in reference to gender only fully occurred once in the intramural sports officiating environment and in reflection of questions from the researcher. [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.]
ED552034
Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory
ProQuest LLC
Ph.D. Dissertation, Clemson University
2012-00-00
978-1-2678-7191-6
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550225
2015
As Provided
JAN2020
No
Discourse Analysis
Postsecondary Education
Textbooks
Humanities
African Culture
Critical Theory
Textbook Content
Historiography
Harper, Kimberly C.
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
This dissertation examines nine post-secondary humanities textbooks published between 2001 and 2011 using an approach that includes both qualitative and quantitative methodology to analyze the written and visual content of humanities textbooks. This dissertation engages in current debates that address bias in humanities textbooks and contributes to these debates by using a multi-disciplinary approach that combines methods from the field of technical writing and from recent work in postcolonial critical theory, functional analysis and discourse analysis. The goal of the research is to determine whether post-secondary humanities textbooks marginalize African cultures. The textbooks are analyzed utilizing Gloria Luzon's Primary and Secondary Genres Theory, Shahnil Saaid and Zaiha Ahmad's Communicative Purpose of a Preface Theory, Leo Lentz and Henk Pander Maat's Functional Analysis Theory to identify genre conventions associated with textbooks prefaces. Critical discourse analysis theory developed by Teun van Dijk and Normal Fairclough provides a framework for analyzing how the language used in textbooks presents a particular view of groups and cultures outside the Western tradition. [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.]
ED552035
Decolonizing Education: A Critical Discourse Analysis of Post-Secondary Humanities Textbooks
ProQuest LLC
Ph.D. Dissertation, East Carolina University
2012-00-00
978-1-2678-7209-8
218
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550233
2015
As Provided
JAN2020
No
Youth Programs
Program Development
Museums
Science Teaching Centers
Science Education
Program Effectiveness
Hierarchical Linear Modeling
Correlation
Science Interests
Cole, Samuel Edward
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
The following dissertation presents findings from a year-long evaluation of informal scientific education programs at the Museum of Science and Industry in Chicago, Illinois. Science identity, rather than scientific knowledge, was the analytic lens through which the programs' effectiveness was assessed. A goal of the Museum generally, and the programs specifically, is to increase public identification with the field of science. Science identity was assessed using a novel survey instrument and three focus groups. Hierarchical linear models found a positive relationship between time enrolled in the Science Minors program and the development of science identity. These analyses also point to a negative relationship between a student's desire to work and science identity development. Focus group discussions suggest that the Minors and Achievers programs enhance interest in science and teach students how to be better communicators. [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.]
ED552036
The Development of Science Identity: An Evaluation of Youth Development Programs at the Museum of Science and Industry, Chicago
ProQuest LLC
Ph.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-7689-8
141
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550537
2015
As Provided
JAN2020
No
Computer Networks
Telecommunications
Information Networks
Handheld Devices
Information Transfer
Measurement Techniques
Man Machine Systems
Probability
Models
Energy Conservation
Simulation
Delivery Systems
Paul, Utpal Kumar
Dissertations/Theses - Doctoral Dissertations
English
Since the days Internet traffic proliferated, measurement, monitoring and analysis of network traffic have been critical to not only the basic understanding of large networks, but also to seek improvements in resource management, traffic engineering and security. At the current times traffic in wireless local and wide area networks are facing similar upsurge. This calls for a similar vigor in traffic analysis studies. This thesis focuses on several traffic analysis studies in both cellular data networks and WiFi LANs. The broad goal is (i) to improve the understanding of the traffic dynamics, to explore structures in the traffic to help cost-effective monitoring and building of new traffic management strategies-in the context of cellular networks, and (ii) understanding the interference properties and detecting misbehavior--in the context of WiFi networks. We first use a large-scale data set collected inside a nationwide 3G cellular data network and conduct a detailed measurement analysis of network resource usage and subscriber behavior. We characterize subscriber mobility and temporal activity patterns and identify their relation to traffic volume. We also investigate how efficiently radio resources are used by different subscribers as well as by different applications. Our analysis using different statistical techniques shows existence of significant spatial correlation in radio resource usage in the base stations. We also use the concept of Granger Causality to understand the underlying functional connectivity and flow of influence in the network. Broadly, our observations deliver important insights into network-wide resource usage. Next, we propose a new traffic management technique for cellular data networks to improve networks' resource crisis situation in the face of exponential increase in mobile data traffic volume. Here we consider the existence of a higher-layer, agent-based scheduling system that could potentially delay scheduling of low priority flows at peak loads. The priorities are assumed to be user or application tagged, either automatically or manually. The general goal is to potentially move the low priority flows in time and space opportunistically to reduce the overall resource needs. We develop and evaluate two scheduling schemes. Simulation results using our large-scale cellular network trace data show the potential of these approaches in reducing base station resource requirements. Next, we present a scalable traffic measurement and monitoring technique for cellular data networks. We use a machine learning technique to learn the underlying conditional dependence structure in the base station traffic loads to show how such probabilistic models can be used to reduce the traffic monitoring efforts. The broad goal is to exploit the model to develop a spatial sampling technique that estimates the loads on all the base stations based on actual measurements only on a small subset of base stations. To understand the tradeoff between the accuracy and monitoring complexity better, we also study the use of this modeling approach on real applications. Two applications are studied-energy saving and opportunistic scheduling. They show that load estimation via such modeling is quite effective in reducing the monitoring burden. In the last part of our thesis, we turn our attention to WiFi networks. We present a tool to estimate the interference between nodes and links in a live WiFi network by passive monitoring of wireless traffic. Our approach requires deploying multiple sniffers across the network to capture wireless traffic traces. These traces are then analyzed using a machine learning approach to infer the carrier-sense relationship between network nodes. We also demonstrate an important application of this tool-detection of selfish carrier-sense behavior. This is based on identifying any asymmetry in carrier-sense behavior between node pairs and finding multiple witnesses to raise confidence. We evaluate the tool using extensive experiments and simulation which demonstrate the effectiveness of both the applications. [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.]
ED552037
Traffic Driven Analysis of Cellular and WiFi Networks
ProQuest LLC
Ph.D. Dissertation, State University of New York at Stony Brook
2012-00-00
978-1-2678-7583-9
169
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550481
2015
As Provided
JAN2020
No
Leadership Training
Instructional Leadership
Principals
Elementary Secondary Education
Formative Evaluation
Summative Evaluation
Hameister, Tonya
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Elementary Secondary Education
Increased accountability demands and an emphasis on raising achievement expectations for all students have made assessment leadership a critical part of the work of principals. Incentives from educational policies and standards are reinforcing the need for a better understanding of the role demands that either support or impede assessment leadership used to support learning. In this research, I explore the role of the principal as the assessment leader. This study examines assessment leadership training and practices for a representative sample of Wisconsin K-12 school principals. The data were collected through a survey of principals, asking them to report their perceptions of their training, skills, and leadership practices related to direct and indirect leadership that promotes effective formative and summative assessment for student learning. Using Herman et al.'s (2008) Elements of Effective Assessment Practices, data were also collected on principals' perceptions of decision-making practices that consider appropriate selection, utilization, and interpretation of assessment to advance student learning goals. In addition, principal work in the evaluation and mentoring of teachers in assessment for learning and the training of principals in assessment were explored. The findings suggest that principals self-report more attention to formative than summative assessment leadership when the work is about learning. The study also found no statistical differences in the frequency of assessment work for principals who described themselves as having attained mastery in assessment leadership. More research is needed to assess the quality and extent of training received by principals to support assessment leadership. [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.]
ED552038
Assessment Leadership to Promote Student Learning
ProQuest LLC
Ph.D. Dissertation, University of Wisconsin, Madison
2013-00-00
978-1-2678-8852-5
200
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551293
2015
As Provided
JAN2020
No
Leadership Training
Qualitative Research
Military Schools
Teacher Attitudes
Student Attitudes
Feedback (Response)
Semi Structured Interviews
Focus Groups
Colleges
Tertychny, Gerard P.
Dissertations/Theses - Doctoral Dissertations
Virginia
Virginia
English
Higher Education
Postsecondary Education
According to the publications of Virginia Military Institute (VMI), leader development is a key tenet of the unique education offered there and the education of leaders is the Institute's reason for being. The college maintains that it produces leaders for society and that leadership opportunities are imbedded in every aspect of a cadet's experience. This study addressed a gap in the research, that is, to examine the leader development program at a military college through the perspectives of staff and cadets. The purpose of this interpretive qualitative study was to examine the perspectives of the participants with regard to the leader development dimension of VMI. The feedback-intensive model of leader development and learning frames this study and will help to ascertain how a military college like VMI, given its constraints and limitations, develops the leadership capabilities of its cadets, how it produces graduates who are well-suited for leadership positions upon their graduation, and how its leader development ethos contributes to its organizational identity. The primary research question was, "How do cadets and staff perceive the leadership instruction they teach and receive at VMI?" Additional questions were 1) How does Virginia Military Institute develop the leadership capabilities of its cadets in order to produce graduates who are prepared to assume leadership roles upon graduation?; 2) How does the Institute utilize the feedback-intensive model of leader development and practical application?; and, 3) How do cadets and staff perceive the Institute with regard to organizational identity? Throughout this study, the researcher collected a considerable amount of data, through document review, semi-structured interviews with both key Institute staff and with cadets from all four classes, and with focus groups representing each class. In connecting the data collected to the research questions, it is the researcher's opinion that VMI, while not necessarily adhering as a single entity to the feedback-intensive model of leader development, has managed to envelop its cadets in a leader development cloud, relying on them to seize the opportunities presented to them. [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.]
ED552039
Perspectives on Leader Development: An Interpretive Qualitative Study of Virginia Military Institute
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-7625-6
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550496
2015
As Provided
JAN2020
No
Hispanic American Students
Self Concept
Ethnicity
Self Efficacy
Academic Achievement
Males
Ethnography
Interviews
Interpersonal Relationship
Academic Persistence
Learner Engagement
Student Centered Curriculum
Extracurricular Activities
Ayro, Ivan
Dissertations/Theses - Doctoral Dissertations
English
The Latino/a population is one of the fastest growing ethnic groups nationwide. It is estimated that the Latino/a population increased by 43% since 2000. Although this may be the case, data shows that Latino males continue to be underrepresented within the educational system at the post-secondary institutional level. Case studies of five Latino male college students were conducted to investigate which factors contribute to their educational success. Through ethnographic interviews, data was collected and grouped into five themes: relationships, persistence, engagement, ethnic identity, and self-efficacy. The findings of the study concluded that 1) Positive relationships at school can have an influence on academic success, 2) the focus of schools needs to be more student-centered to assist in the development of a student's self-efficacy and ethnic identity, and 3) schools should continue to offer, support, and maintain extracurricular programs. [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.]
ED552040
A Case Study of Five Latino Male College Students: What Contributes to Their Educational Success?
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9258-4
114
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551448
2015
As Provided
JAN2020
No
Preservice Teachers
Cooperation
Technology Integration
Computer Attitudes
Computer Literacy
Pedagogical Content Knowledge
Educational Technology
Technological Literacy
Problem Solving
Quasiexperimental Design
Comparative Analysis
Early Childhood Education
Elementary Education
Teamwork
Johnson, Laurene D.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
This study examined the effect of a specific instructional approach called design teams on preservice teachers' attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world problems. This quasi-experimental study explored the efficacy of an educational technology course implemented with a design teams approach compared to the same course that utilized a standard instructional approach. The sample included 53 preservice teachers from one university majoring in either Early Childhood Inclusive or Elementary Inclusive Education. Preservice teachers in the treatment condition worked in design teams to plan technology integrated lessons to solve authentic instructional problems. In the comparison condition, preservice teachers completed instructor-designed assignments in class and planned a technology integrated lesson independently. In comparing the participating preservice teachers' attitudes toward technology, skills, and TPACK, it was found that there were significant differences between the two groups on TPACK when measured with evidence from lesson plans. There were no significant differences when survey data on attitudes toward technology, technology skills, and TPACK were compared; further exploration indicated that both groups significantly improved on these measures over the course of the semester. These results suggested that the design teams approach was appropriate for use in preservice teacher technology education, but additional research is necessary to determine in which contexts and with what specific learning outcomes it is most effective. [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.]
ED552041
The Effect of Design Teams on Preservice Teachers' Technology Integration
ProQuest LLC
Ph.D. Dissertation, Syracuse University
2012-00-00
978-1-2678-7647-8
225
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550513
2015
As Provided
JAN2020
No
Interaction
Language Usage
Time
Picture Books
Story Telling
Comprehension
Language Processing
Cognitive Psychology
Cognitive Processes
Lee, Choonkyu
Dissertations/Theses - Doctoral Dissertations
English
Early language research has revealed important insights into the building blocks of language, such as morphosyntactic features and rules and truth-conditions of sentences. Once we situate language in real-life use, however, a wide range of factors come into play. Language interacts not only with the surrounding linguistic context but also with the situational context, our mental representation of content, and our background knowledge. The discourse-level interaction among linguistic and extralinguistic factors is relevant to both sides of the communication--the speaker, in choosing and organizing linguistic expressions, and the listener, in selecting among different possible structures and meanings for the linguistic input. The question I address in this dissertation is "how we keep track of time when we use language." My specific interests are (1) whether story time in narrative discourse is one of the critical dimensions that are dynamically updated as discourse progresses, and (2) how fine-grained our time representation is for discourse--whether it is simply an ordering of temporal points and intervals for the events and states described in the discourse, or a timeline where duration is preserved in greater detail. In order to elaborate on these issues, I discuss results from my narrative production experiment and my narrative comprehension experiment. In the production study, based on wordless picture books, two kinds of linguistic expressions were found much more frequently after longer intervals in story time compared to shorter intervals: (1) explicit temporal marking with lexical or phrasal markers of topic time (e.g., when, the next morning , etc.); and (2) proper names in referring back to previously mentioned characters. In the comprehension study, based on short "two-minute mysteries," longer duration in temporal adverbials in the stories tended to lead to longer reading times. I conclude that magnitudes such as duration in story content are preserved in our linguistic encoding and have observable impact on our linguistic decoding, and extend the situation-model framework of discourse comprehension (van Dijk & Kintsch, 1983; Zwaan, 1999) to discourse production. My findings thus support an account of communication as alignment of situation models (Pickering & Garrod, 2006). [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.]
ED552042
The Mental Timeline in Discourse Organization and Processing
ProQuest LLC
Ph.D. Dissertation, Rutgers The State University of New Jersey - New Brunswick
2012-00-00
978-1-2678-7693-5
144
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2015
As Provided
JAN2020
No
Action Research
Equal Education
Higher Education
Community Colleges
Benchmarking
Scores
College Faculty
Attitudes
Beliefs
Program Evaluation
Vines, Erin
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
Two Year Colleges
This study examines the influence of action research on California community college practitioners' attitudes, beliefs, and behavior using the Center for Urban Education's (CUE) Equity Scorecard tools and process. This developmental evaluation study began March 2011 and concluded April 2012. The pseudonym of the field site studied is Las Flores Community College (LFCC), which is located in a suburban area in northern California. The CUE tools utilized in this study were the Benchmarking Equity, and Student Success Toolkit (BESST) and Vital Signs. The findings suggest that practitioners received new knowledge during the inquiry process when addressing equity. [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.]
ED552043
Re-Mediating Practitioners' Practice for Equity in Higher Education: Evaluating the Effectiveness of Action Research
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9893-7
176
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2015
As Provided
JAN2020
No
Teacher Effectiveness
Teacher Evaluation
Standardized Tests
Scores
Teacher Competencies
Correlation
Teacher Attitudes
Teaching Methods
Evaluation Methods
Feedback (Response)
Formative Evaluation
Administrator Role
Educational Policy
Lee, Linda
Dissertations/Theses - Doctoral Dissertations
English
The accountability movement has shifted its focus from measuring student outcomes, to measuring teacher effectiveness using value-added modeling. In 2011, a major urban newspaper conducted a value-added analysis of teachers' effectiveness at raising standardized test scores, and posted their findings on the Internet. This study spotlights teachers' reaction to the use of value-added, and their suggestions for other measures and ways of improving the teacher evaluation process. Findings showed that teachers believed that using value-added in teacher evaluations has a high potential of changing what is taught, how it is taught, and the profession itself. Instead, they desired an evaluation process that focused on giving them feedback to help them refine their practice, a formative rather than summative evaluation model; thus highlighting a disconnect between teachers and policymakers on the purpose of evaluation. In addition, the findings indicated a weak spot in the system of teacher evaluation, where the role of the administrator was pivotal as to whether or not teachers felt supported in the development of their teaching. [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.]
ED552044
Voices Less Heard: Teachers' Perspectives on the Evaluation of Teacher Effectiveness through the Use of Value-Added Modeling
ProQuest LLC
Ed.D. Dissertation, California State University, Los Angeles
2012-00-00
978-1-2678-7749-9
269
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2015
As Provided
JAN2020
No
Mothers
Mother Attitudes
School Social Workers
Social Work
Educational Legislation
Federal Legislation
Individualized Education Programs
Qualitative Research
Autism
Pervasive Developmental Disorders
Semi Structured Interviews
Parent Participation
Advocacy
Empowerment
Family School Relationship
Helping Relationship
Lind, Kristina S.
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Act
Individuals with Disabilities Education Act
English
The Individual with Disabilities Act has strengthened the role of parents in their children's special education. School social workers are one of the educational professionals in attendance at IEP staffings, yet their role definition continues to be poorly articulated. This qualitative study investigated school social work helpgiving practices from the perspective of the mother with a child on the autism spectrum during staffings convened for the purpose of developing individualized education plans. As limited research exists regarding the activities of the school social worker during such staffings, this study served to understand practices mothers found helpful and essential to their participation. Given that this study is aligned with an empowerment tradition of providing helpgiving, backward mapping as a means of identifying school social worker practices was adopted. To achieve this end, a qualitative approach to gathering data from mothers was deemed the most aligned with eliciting this level of descriptive information. Through semi-structured, one time, in-depth, face-to-face interviews with 12 mothers, information regarding preferred school social work practices and how these related to increased participation and advocacy was elicited for the purpose of answering the following research questions: What helpgiving practices do mothers associate with positive IEP staffing experiences? What are their perceptions of the role of the school social worker during the staffing? What helpgiving practices do mothers identify as being key to their increased participation and advocacy during the staffing? Two independent coders, using open coding techniques, coded the transcripts of the interviews resulting in the identification of five themes. They include: (1) elements of the IEP staffing, (2) parent agency, (3) team climate, (4) child-centered focus, and (5) supportive functions of team members. A number of findings emerged after review of these themes. A synthesis of these themes revealed that mothers valued a family-centered approach to helpgiving. They also valued the profession of social work due to its strengths and systems perspectives and its focus on case management but found these social work functions missing from their IEP staffing experiences. Findings from this study can be used to develop greater specificity in the role of the school social worker during IEP staffings. In addition, the findings offer some direction on the knowledge and skills to be included in a better definition for the school social worker. [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.]
ED552045
Mothers' Perceptions of Social Work Helpgiving Practices: Implications for the Role of the School Social Worker
ProQuest LLC
Ph.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-7753-6
176
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550571
2015
As Provided
JAN2020
No
Consciousness Raising
Literature Reviews
Concept Formation
Adoption (Ideas)
Bias
Rockwell, Mark
Dissertations/Theses - Doctoral Dissertations
English
What does it mean to have an open mind? Is it desirable? Are we therefore to avoid its opposite, a closed mind? How shall we proceed in producing an open mind or avoiding its opposite a closed mind? The terms open and closed are commonly used as if the meanings of the terms were clear and the expectant goods associated with being open preferred. This project examines the current literature regarding the above problem and then suggests an alternative exploration of the concept of reification as closed-mindedness. Reification will be defined in its traditional sense with the addition that it implies a statization of concepts or interpretations. It will be argued that such reified interpretations are in effect cognitive closures. The conclusive chapter will show examples and suggest avoidance of this understanding of what it means to be closed-minded. [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.]
ED552046
Reification and the Closed Mind
ProQuest LLC
Ph.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-7785-7
167
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550581
2015
As Provided
JAN2020
No
Elementary Schools
Communities of Practice
Educational Legislation
Federal Legislation
Administrators
Educational Change
Online Surveys
Statistical Analysis
Teacher Selection
Educational Practices
Thomas, Steven James
Dissertations/Theses - Doctoral Dissertations
Illinois
No Child Left Behind Act 2001
Elementary Secondary Education Act
Illinois
Elementary and Secondary Education Act
No Child Left Behind Act 2001
English
Elementary Education
The "No Child Left Behind" (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 has created a system, which potentially labeled 82% of US school as "failing" in 2011. Consequences for failing schools go beyond public ostracism to the release of numerous staff and school leaders or the closing of the school. Reforms to prevent these consequences come in two forms, structural and cultural. Structural reforms in schools are often include hiring staff or implementing new programs. Often structural reforms only focus on non-proficient or nearly proficient students. Cultural reforms change the way staff educate all students. One specific cultural reform system, which contains elements of many other cultural reforms, is Professional Learning Communities (PLC). To determine the value of PLCs and structural reforms three types of leaders of Illinois elementary schools were electronically surveyed. The three groups were schools that failed to make NCLB benchmarks for two or more years but then improved and met NCLB benchmarks for two consecutive years, schools in restructuring, and schools defined by the Illinois State Board of Education as consistently high performing schools called Spot Light Schools. The survey asked the value school leaders placed on these structural and cultural elements. After a statistical analysis three conclusions could be formed. First, leaders of formerly failing schools but improved and Spot Light schools both value PLC elements significantly more than leaders of schools in restructuring. Secondly, successful and Spot Light schools both value cultural reforms significantly more than structural reforms. Finally, the value restructuring leaders assigned to PLC elements was greater than mathematic structural reforms. [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.]
ED552047
Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "No Child Left Behind" Status
ProQuest LLC
Ph.D. Dissertation, Loyola University Chicago
2012-00-00
978-1-2678-7798-7
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550587
2015
As Provided
JAN2020
No
Reading Instruction
Learning Disabilities
Small Group Instruction
Elementary School Students
Elementary School Teachers
Grade 4
Grade 5
Questioning Techniques
Qualitative Research
Audio Equipment
African American Students
Interviews
Coding
Comparative Analysis
Teacher Role
General Education
Jones, Valerie
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin, 2007; Marzano, Pickering, & Pollock, 2001), teachers who have mastered the art of questioning are undoubtedly in a better position to positively influence students' reading comprehension (Brualdi, 1998). Recent research shows that teachers use questioning not only to check students' understanding, but as scaffolds for developing reading comprehension (Frey & Fisher, 2010). Thus, the purpose of this study was to describe the questioning practices used by general education teachers during small group reading comprehension instruction where students with LD were included. Participants included five general educators who use small group reading instruction to teach 4th or 5th grade readers. This qualitative study involved audiotaping each teacher's small group reading instruction on two separate occasions. Each small group lesson observed included at least one student with a LD and all were African American. Field notes, classroom discourse transcripts, and the stimulated recall interview were coded and systematically analyzed using constant comparative analysis (Huberman & Miles, 1994; Strauss & Corbin, 1990). Findings generated descriptive data on the frequency and forms of questions asked, and illuminated the general educator's role in using questions to support reading comprehension for African American students with LD. Teachers asked questions at a high rate during small group reading instruction, and approximately two thirds of the questions asked focused on reading comprehension. The types of comprehension questions asked most depended on the teacher and varied considerably; however the most frequent type of comprehension question asked was literal elicitation questions with the next two most common types being inferential elicitation questions and divergent questions. When it came to supporting students' comprehension of narrative fiction text, teachers used a variety of scaffolding strategies, including prompts, cues, models, and explanations. This study has implications for both research and practice on ways to promote small group reading comprehension instruction that is beneficial for African American students with LD. [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.]
ED552048
Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2679-0029-6
163
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2015
As Provided
JAN2020
No
Curriculum Development
Biological Sciences
Evolution
High Schools
Textbooks
Educational History
Content Analysis
Historiography
Science Education
Green, Lisa Anne
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
In this historical dissertation, I examined the process of curriculum development in the Biological Sciences Curriculum Study (BSCS) in the United States during the period 1959-1963. The presentation of evolution in the high school texts was based on a more robust form of Darwinian evolution which developed during the 1930s and 1940s called "the modern synthesis of evolution." Building primarily on the work of historians Vassiliki Smocovitis and John L. Rudolph, I used the archival papers and published writings of the four architects of the modern synthesis and the four most influential leaders of the BSCS in regards to evolution to investigate how the modern synthetic theory of evolution shaped the BSCS curriculum. The central question was "Why was evolution so important to the BSCS to make it the central theme of the texts?" Important answers to this question had already been offered in the historiography, but it was still not clear why every citizen in the world needed to understand evolution. I found that the emphasis on natural selection in the modern synthesis shifted the focus away from humans as passive participants to the recognition that humans are active agents in their own cultural and biological evolution. This required re-education of the world citizenry, which was accomplished in part by the BSCS textbooks. I also found that BSCS leaders Grobman, Glass, and Muller had serious concerns regarding the effects of nuclear radiation on the human gene pool, and were actively involved in informing th public. Lastly, I found that concerns of 1950s reform eugenicists were addressed in the BSCS textbooks, without mentioning eugenics by name. I suggest that the leaders of the BSCS, especially Bentley Glass and Hermann J. Muller, thought that students needed to understand genetics and evolution to be able to make some of the tough choices they might be called on to make as the dominant species on earth and the next reproductive generation in the nuclear age. This was science for survival. [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.]
ED552049
Science for Survival: The Modern Synthesis of Evolution and the Biological Sciences Curriculum Study
ProQuest LLC
Ph.D. Dissertation, University of California, Riverside
2012-00-00
978-1-2678-7845-8
259
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2015
As Provided
JAN2020
No
Autism
Children
Communication Skills
Teaching Methods
Communicative Competence (Languages)
Program Effectiveness
Intervention
Telecommunications
Handheld Devices
Social Behavior
Peer Relationship
Generalization
Grosberg, Denise
Dissertations/Theses - Doctoral Dissertations
English
All children with autism exhibit conversational speech delays to some degree, which limit their ability to interact with others in their social environment. These deficits perpetuate the tendency of children with autism to remain on the periphery of peer groups and limit their opportunities for social success (Charlop & Milstein, 1989; Charlop-Christy & Kelso, 2003). In the present study, a multiple baseline design across children was used to assess the efficacy of a text messaging intervention (TMI) procedure to teach conversational speech with peers. Results indicated that participants learned conversational speech through the TMI and generalized the behavior across peers and settings. The behavior of conversational speech was maintained after 1-month follow-up periods. Results are discussed in terms of the efficacy of the TMI intervention, the importance of conversational speech as a target social behavior, and the social validity of the results. [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.]
ED552050
Teaching Conversational Speech to Children with Autism Using a Text Messaging Intervention (TMI)
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2013-00-00
978-1-2678-7846-5
131
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550614
2015
As Provided
JAN2020
No
Mandarin Chinese
Linguistic Borrowing
English
Japanese
Alphabets
Semantics
Orthographic Symbols
Language Research
Phonemes
Cognitive Mapping
Vowels
Phonology
Phonetics
Role
Models
Kim, Tae Eun
Dissertations/Theses - Doctoral Dissertations
English
This dissertation is about Chinese loanwords. It is mainly divided into two parts. Part I is a general discussion about loanwords in Chinese; Chapter I and II belong to the first part. Part II is a discussion about the analyses of Mandarin loanwords originating from English. Chapter III, IV, and V are all related to the second part. Chapter VI is the conclusion, which includes the summary, limitations and contributions of the dissertation. The main arguments are shown in Chapter II, IV, and V: Lexical stratification, Adaptation, and Important factors. There are three main issues regarding Mandarin loanwords: Japanese graphic loans, semantic loans, and alphabetic loans. The previous two are very similar with the native Chinese words, while the last one is very different from the Chinese language. Therefore, there are debates of whether or not they should be considered Chinese loanwords. This dissertation provides a reasonable answer for the problems by using Ito and Mester's (1995, 1999, 2001) core-periphery structure. English-based Mandarin loanwords are commonly used in Chinese people's daily life. This dissertation shows how English phonemes map into Mandarin phonemes through Mandarin loanwords adaptation. The consonantal adaptations are the most important in the analyses, but it includes the vowel adaptation and tonal adaptation too. Through the analyses, it proves that the functions of phonology and phonetics play a significant role in Mandarin loanword adaptation. Therefore, this dissertation supports the phonetics-phonology approach in loanword phonology. Even though phonetics and phonology are the most important factors in Mandarin loanword phonology, the functions of many other factors, such as semantic functions of Chinese characters and English orthography, are also discussed. Additionally, the phonetic symbolization of Chinese characters is also mentioned. Based on the important discussions, this dissertation presents a comprehensive model for Mandarin loanword adaptation: A Model of Mandarin Loanword Adaptation (MMLA). This model includes the functions of all the important factors in Mandarin loanword adaptation. Through applying it to Mandarin loanword variations, the creation of many loanword variations can be reasonably explained. [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.]
ED552051
A Study of Mandarin Loanwords: Lexical Stratification, Adaptation and Factors
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2012-00-00
978-1-2678-7861-8
335
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550622
2015
As Provided
JAN2020
No
Resistance (Psychology)
Reading
Reading Assignments
Deception
Adolescents
Krieger, Courtney M.
Dissertations/Theses - Doctoral Dissertations
English
A trend among adolescent readers is the practice of fake-reading. Fake-reading occurs when students who can read choose not to, and develop strategies to fake their way through school-assigned texts to earn good grades. This study examines four resistive readers, or fake-readers, assigned to read Neal Shusterman's "Unwind" (2007) and complete an "Unwind" Multiliteracy Project related to the book. Resistive readers admit to using four main strategies: skimming (scanning in lieu of reading), ripping (using online summaries as test and essay preparation), mooching (getting information needed through conversations with friends), and schmoozing (getting information needed through informal chats with the teacher and in-class discussion). Implications for promoting reading engagement among fake readers are discussed. [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.]
ED552052
What Strategies Do Resistive Readers Use to Fake Their Way through School Assigned Texts?
ProQuest LLC
Ph.D. Dissertation, University of Oklahoma
2012-00-00
9781267908889
155
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552401
2015
As Provided
JAN2020
No
Student Leadership
Secondary Schools
Youth Programs
Disadvantaged Youth
Surveys
Expertise
Program Development
Program Effectiveness
Capacity Building
Secondary School Students
Meadows, Farah Melissa
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The purpose of this study was twofold. First, it sought to add to the body of research and literature on youth leadership development in secondary schools, filling a critical gap in the literature. Second, it aimed to help determine the essential elements of successful youth leadership development programs in the areas of content, pedagogy, learner needs, and structure. These elements, in turn, can serve as guidelines for the creation and implementation of effective youth leadership development programs on secondary school campuses. This study was conducted through the use of open-ended surveys with experts in the field of youth leadership development. One research question guided this study: What do experts identify as essential elements of a leadership program that can build leadership capacity among marginalized secondary school students? [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.]
ED552053
No Student Leader Left Behind: Developing Student Leadership Programs for Marginalized Students in Secondary Schools
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9777-0
172
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551715
2015
As Provided
JAN2020
No
School Counselors
Supervision
Skills
Self Efficacy
Computer Mediated Communication
Discussion Groups
Experience
Questionnaires
Statistical Analysis
Qualitative Research
Lin, Yi-Chun
Dissertations/Theses - Doctoral Dissertations
English
This study examined the supervision effectiveness of three online peer supervision models as measured by the two outcome variables of case conceptualization skills and self-efficacy. Also, it explored the impact of developmental levels of school counselors on the outcomes of supervision. Practicing school counselors from a national sample were randomly assigned to three groups: the Online Structured Peer Supervision Group (S group), the Online Peer Discussion Group (D group), and the Control Group. Two instruments measuring the outcome variables (dependent variables) were administered: the Clinical Hypothesis Exercise Form (CHEF) and the Counselor Self-Efficacy Scale (CSES). The independent variables were the two experimental conditions and the supervisee years of experience. In addition, the Counselor Supervision Experience Questionnaire collected information regarding the overall on-line supervision experience. No significant differences were found before and after the online peer supervision groups by statistical analysis; however, positive feedback regarding the supervision experience was provided by participants in response to qualitative questions. [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.]
ED552054
Online Supervision of School Counselors: Effects on Case Conceptualization Skills and Self-Efficacy
ProQuest LLC
Ph.D. Dissertation, The University of Iowa
2012-00-00
978-1-2679-0211-5
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552010
2015
As Provided
JAN2020
No
Community Colleges
Two Year College Students
Measurement Techniques
Academic Persistence
Satisfaction
Mixed Methods Research
Teacher Student Relationship
Feedback (Response)
Expectation
Educational Environment
Academic Achievement
Learning Activities
Instructional Effectiveness
Correlation
Anthologies
Cole, Marsha Dee
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Approximately 30% of students who persist to the end of their courses at two-year colleges do not do so with a passing grade, yet research on the educational experiences of these unsuccessful community college persisters remains limited. The purpose of this explanatory mixed-methods study was threefold. First, this study attempted to identify differences and similarities between successful and unsuccessful persisters based upon ratings of satisfaction for the following social-constructivist learning practices: student-faculty interactions and feedback; clarity of course expectations; and the availability of learning environments that were deemed inclusive and collaborative. Second, this study attempted to identify the reasons why unsuccessful persisters perceived they were not meeting with success. Last, this study attempted to identify characteristics of instruction and learning activities that successful students perceived as contributing to the successful completion of their courses. Themes emerging from the qualitative segment of this study centered on student-faculty relations, feedback provided to and solicited from students, and specific course characteristics such as clarity of instructional materials and course organization. This study found a significant difference between persisters' and nonpersisters' perceptions of Instructor Feedback; however, no other significant differences between persisters and nonpersisters on the study's other subscales were found. Percentage of courses dropped was significantly correlated with Preparedness for Level of Work Required ("r" = -0.16, "p" < 0.05) such that as the percentage of courses dropped decreased, Preparedness for Level of Work Required increased. The implications for current instructional practices are discussed and include the need to identify more effective ways of communicating course expectations and feedback in both discipline specific and developmental courses. Recommendations for future studies include performing more in-depth analyses of how students interpret the usefulness of the feedback they receive and their use of the feedback to improve their performance. [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.]
ED552055
Community College Students' Self-Reports of Persistence: Looking beyond Student Satisfaction Ratings of Persisters and Nonpersisters
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-7919-6
177
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550658
2015
As Provided
JAN2020
No
Social Studies
Inquiry
Active Learning
Middle School Students
Middle School Teachers
Grade 7
Student Attitudes
Teacher Attitudes
Participatory Research
Action Research
Mixed Methods Research
Questionnaires
Surveys
Diaries
Self Evaluation (Individuals)
Grounded Theory
Motivation
Educational Strategies
Learner Controlled Instruction
Bartle, Corey
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
This participatory action research study addressed questions of pedagogical strategies, motivation, assessment, and student choice surrounding an inquiry approach to teaching and learning in a 7th grade social studies classroom. Teacher and student data were collected over a 6-week inquiry project stemming from and directed by student choice. Data collected consisted of an anonymous questionnaire and survey, teacher journal, student self-assessment, and student exit slip. This was a mixed-methods investigation, heavily reliant upon qualitative analysis, and using "constant comparison" (Krathwohl) strategies data analysis began immediately. Data collected from students and teacher suggest a strong desire for inquiry and choice supportive environments. [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.]
ED552056
Authentic Inquiry Pedagogy Implemented in Middle School Social Studies: Student and Teacher Perspectives
ProQuest LLC
Ph.D. Dissertation, University of Washington
2012-00-00
978-1-2679-1464-4
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552736
2015
As Provided
JAN2020
No
Foreign Countries
Telecommunications
Health Services
Delivery Systems
Information Technology
Barriers
Structural Equation Models
Mansouri-Rad, Parand
Dissertations/Theses - Doctoral Dissertations
Brazil
Taiwan
United States
Brazil
Taiwan
United States
English
Telemedicine improves access to information and healthcare services. Not only more cost effective and more efficient method of providing health care than the traditional methods, telemedicine is the most convenient method of delivering healthcare. However, the adoption of telemedicine has been challenging. The purpose of this dissertation is to find the barriers to adoption of telemedicine. Using data from Brazil, Taiwan, and the United States, the present research investigates the influence of culture on telemedicine adoption and patient information privacy, security, and policy. It also examines the impact of information security, privacy, and policy on telemedicine adoption. Using Structural Equation Modeling, I find support for most of my hypotheses. [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.]
ED552057
Factors Affecting the Adoption of Telemedicine: A Three-Country Empirical Investigation
ProQuest LLC
Ph.D. Dissertation, The University of Texas at El Paso
2012-00-00
978-1-2679-0630-4
84
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552252
2015
As Provided
JAN2020
No
Semantics
Nouns
Phrase Structure
Japanese
Language Research
Structural Analysis (Linguistics)
Morphemes
Izumi, Yu
Dissertations/Theses - Doctoral Dissertations
English
This research proposes a unified approach to the semantics of the so-called bare nominals, which include proper names (e.g., "Mary"), mass and plural terms (e.g., "water," "cats"), and articleless noun phrases in Japanese. I argue that bare nominals themselves are monadic predicates applicable to more than one particular, but they can constitute complex referential phrases when located within an appropriate linguistic environment. Bare nominals used as the subjects or objects of sentences are some or other variant of definite descriptions, which are analyzed as non-quantificational, referential expressions. The overarching thesis is that the semantic properties of bare nominal expressions such as rigidity are not inherent in the words themselves, but derived from the basic features of complex nominal phrases. [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.]
ED552058
The Semantics of Proper Names and Other Bare Nominals
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2679-2789-7
290
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553353
2015
As Provided
JAN2020
No
Action Research
Graduate Students
Writing (Composition)
Writing Skills
Blended Learning
Writing Improvement
Intelligent Tutoring Systems
Program Effectiveness
Educational Benefits
Hatchett-Jackson, Daia C.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
The research study site is a private, coeducational university located in the Midwest on a small but growing campus that has successfully transitioned from traditional seated students to a mixture of seated and online students from around the world. Two categories of interest to the university are graduate students' writing skills and the improvement of graduate student writing--particularly in the online cohorts, with the use of Smarthinking.com. The level of graduate student writing in the university's online graduate program is of concern to university officials. The university wants to determine if graduate academic writing will improve with use of the Smarthinking.com writing assistance service. The purpose of this quantitative study is to address poor writing skills of graduate students in the online programs at the university. The results of this study provide information for higher education administrators to identify gaps in graduate academic writing and the use of Smarthinking.com. The results also inform graduate students on the effectiveness of the many uses of Smarthinking.com as it relates to potential improvements to writing skills. This study is beneficial to graduate students who aspire to further their education through scholarly writing. Recommendations for research on academic writing, practice and education are provided. [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.]
ED552059
Smarthinking: An Action Research Study Measuring the Effect of Smarthinking.com on Graduate Student Writing
ProQuest LLC
Ed.D. Dissertation, Capella University
2013-00-00
978-1-2678-7920-2
112
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550659
2015
As Provided
JAN2020
No
Community Colleges
College Faculty
Developmental Studies Programs
Urban Schools
Qualitative Research
Case Studies
Teacher Attitudes
Instructional Effectiveness
Learner Controlled Instruction
Electronic Learning
Internet
Student Needs
Liburd-Shaddai, Jean L.
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Two Year Colleges
Higher Education
Postsecondary Education
The number of incoming community college students, including recent high school graduates as well as nontraditional students, requiring remediation has increased dramatically in recent years. As a result, community colleges are mandated by the state to implement developmental programs to address the diverse academic needs of their students. Studies have investigated the cost and effectiveness of these remedial programs. As such, instructors of remediation are faced with the responsibility of implementing appropriate approaches to enable students to master basic skills and to prepare them for college-level courses. This qualitative case study describes the experiences of 12 instructors of remediation at a large urban community college in the northeastern United States as they applied approaches to enable students to master basic skills and to prepare for college-level courses. The data revealed that a majority of the instructors described their experiences as positive; only one participant viewed his experience as negative. Hand coding techniques were used to cull and organize the data. A number of themes emerged including positive experience, awareness of varied academic needs of students, satisfaction with students' progress, frustration with students' lack of progress, and learning environment. Also, a number of approaches were identified by the participants. These approaches ranged from traditional teacher-centered instruction to student-centered and web enhanced approaches. The study's findings identified a number of effective approaches that could be replicated in similar settings. The researcher recommended further study on the relationship between pedagogy and the instructors' perception of their teaching experience. [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.]
ED552060
The Experiences of Remedial Instructors at One Urban Community College: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-7921-9
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550660
2015
As Provided
JAN2020
No
Public Schools
School Administration
Leadership Styles
Interviews
Leaders
Attitudes
Correlation
Tenure
Educational Attainment
Gender Differences
Dunn, Peggy Jane Mattson
Dissertations/Theses - Doctoral Dissertations
English
The primary purpose of this study was to examine the impact of "Servant Leadership" in an organization using the following variables: valuing people, developing people, building community, displaying authenticity, providing leadership and sharing leadership. The study also examined whether or not a correlation existed between years of faculty service, education level, and faculty gender. The researcher administered the Organizational Leadership Assessment (OLA) designed by Dr. James Laub to three public schools; interviews were also conducted with three school leaders. This study suggests that a "Servant Leader" positively impacts an organization's overall success. [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.]
ED552061
Examining Perceptions of Servant Leadership in Administration of Selected Public Schools
ProQuest LLC
Ph.D. Dissertation, University of North Dakota
2012-00-00
978-1-2679-3770-4
141
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553995
2015
As Provided
JAN2020
No
Teachers
Ethnography
Change
Power Structure
Qualitative Research
Personal Narratives
Tuura, Brianne Marie
Dissertations/Theses - Doctoral Dissertations
English
This dissertation examines the personal transformation of an American teacher as she becomes aware of the social, political, and economic tensions that exist within the American school system and the affects these tensions have on her ability to teach. As the researcher becomes more aware of power structures surrounding her, the reader is enabled to view the personal, cognitive, and emotional transformation of the researcher. The exploration is executed through an evocative autoethnographic lens, providing a qualitative narrative of the personal paradigm shift. [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.]
ED552062
Tensions within Teaching: An Autoethnography of an American Teacher
ProQuest LLC
Ed.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4792-5
104
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554603
2015
As Provided
JAN2020
No
Phenomenology
Teaching Methods
Socioeconomic Status
Experiential Learning
Community Programs
School Community Relationship
History
History Instruction
Learning Activities
Program Descriptions
Educational Philosophy
Constructivism (Learning)
Progressive Education
Memory
Lynch, Arthur T.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation used a phenomenological approach in investigating the development of a grassroots community history-based educational outreach and chronicled its development from inception to incorporation into the mission of an established institution. The research questions focused on Deweyan principles of student-centered, experiential learning, the development of a collaborative partnership between school and community, and education's role in civic engagement and democracy. These ideas were explored through the perspectives of public policy and purpose, community interaction and identity, and pedagogical issues. An important characteristic found in successful community programs, no matter the cultural or socioeconomic status of the community, is that they should make use of community members talents and skills, reflect the values of that community in a meaningful way, come from the community itself, and also make an effort to offer positive improvement, growth, and change. The themes found during the observation of the program might serve as a useful template for other programs, including civic engagement (both organizational, macro level and individual, micro level), meaning (to learners, teachers, and volunteers), experience (experiential learning, experience of participants) hands-on learning, sharing of memories and experience, community relationships), and a sense of identity (in the passing down of memory, teaching of history, and with the individual learning activities of students) These themes provide the fundamentals for learning, and participating in individual and community life. The results of the study indicated that the 31ers Program reflected the education philosophy of John Dewey and theories related to constructivist, progressive education. [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.]
ED552063
Boulder City 31ers: A Phenomenological Study of a Community-Based History Preservation Project
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-7922-6
152
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550661
2015
As Provided
JAN2020
No
Posttraumatic Stress Disorder
Trauma
Work Environment
Measures (Individuals)
Fire Protection
Employees
Correlation
Ethnography
Factor Analysis
Attitude Change
Interpersonal Relationship
Spiritual Development
Moran, Larry
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Traditional studies of posttraumatic growth center on the individual or close family members as they deal with traumatic events. The current study examines workers who experience posttraumatic growth when a coworker has a traumatic experience. The participants in this study were firefighters in suburban Cook County, Illinois. Participants were given a demographic survey along with the Post Traumatic Growth Inventory to test for a relationship between posttraumatic growth and the type of crisis, type of relationship with their coworker, and their type of employment. The findings of this research did not show a relationship between firefighters and type of crisis or a relationship with their coworker; however, the type of employment was found to be statistically significant with the spiritual change and relating to others subscales of the Post Traumatic Growth Inventory. Future research should be limited to a specific type of crisis, with a consideration of performing a confirmatory factor analysis. Ethnographic research should also be considered in order to fully explain this cultural phenomenon. [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.]
ED552064
Vicarious Occupational Posttraumatic Growth
ProQuest LLC
Ed.D. Dissertation, Northern Illinois University
2012-00-00
978-1-2679-0723-3
121
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552293
2015
As Provided
JAN2020
No
Mathematics
Students
Mathematical Applications
Error Patterns
Cognitive Processes
Classification
Criteria
Tang, Gail
Dissertations/Theses - Doctoral Dissertations
English
Although finding the limits of the difference quotients in the definitions of the derivative is troubling for many students, a difficulty that preceded this confusion was observed: students were not able to correctly set up the difference quotients as required in the definitions. The purpose of this study is to uncover student errors in setting up the difference quotients and to discuss what these errors reveal about students' thinking of functions, and evaluations of the difference quotients. At the end of the study, a framework that aggregates criteria used (by past studies and this study) to assign student membership into a function conception category will be produced in an attempt to move towards a systematic classification of students' cognitive processes. Implications from this study can inform teaching practices and curriculum development, by helping students connect difference quotient evaluation with function composition. [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.]
ED552065
Students' Errors in Setting up Difference Quotients and Connections to Their Conceptions of Function
ProQuest LLC
D.A. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2679-0999-2
205
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552511
2015
As Provided
JAN2020
No
Change Agents
Principals
Catholic Schools
Case Studies
Educational Change
Superintendents
Qualitative Research
Statistical Analysis
Teacher Surveys
Teachers
Interviews
Observation
Goal Orientation
Interpersonal Communication
Integrity
Educational Resources
Instructional Leadership
Leadership Qualities
Nardelli, Betty
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The purpose of this replicated study was to discover the critical dimensions of leadership demonstrated by two Catholic school principals who successfully facilitated change in their schools, and the strategies and skills they practice to create that change. These leaders were deemed effective because they were recommended by the Assistant Superintendent of the Diocese due to their longevity and ability to effectively facilitate change and school improvement. Qualitative and quantitative methods of research were used to investigate the research questions. A survey was given to teachers in each school in order to identify critical dimensions of leadership, and the qualitative methods used to reveal the strategies and skills practiced by each principal that facilitate change were: principal and teacher interviews, observations, and document analysis. The conceptual framework for the school leader as change agent that guided this study was built from a synthesis of literature related to leadership, Catholic schools, and school change. The framework identified seven critical dimensions of leadership practiced by change agents: inspires a shared vision, focuses on culture, challenges existing practices, models integrity, provides support, fosters dialogue and learning, and develops leadership capacities. Findings indicate that all of these dimensions are critical to the leadership of each principal and revealed successful practices within each of the critical dimensions. Findings revealed an additional critical dimension which emerged: builds external support, focusing on the ability of the leader to establish partnerships, and access additional resources that create, support and sustain change. In concluding it was found that a strong commitment to personal vision drives school visions and facilitates change and each of the dimensions are critical to creating change despite differences in personality and leadership style. It is recommended that the framework in this study be used with a larger sample of school leaders in charter and private schools to determine if these findings are exclusive to Catholic schools. [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.]
ED552066
The Catholic School Leader as Change Agent: Case Studies of Two Catholic School Principals
ProQuest LLC
Ed.D. Dissertation, Capella University
2012-00-00
978-1-2678-7923-3
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550662
2015
As Provided
JAN2020
No
Principals
Self Efficacy
Demography
Educational Legislation
Federal Legislation
Accountability
Mixed Methods Research
Administrator Role
Administrator Responsibility
Surveys
Administrator Attitudes
Gender Differences
Correlation
Federal Programs
Educational Indicators
High Schools
Elementary Schools
Middle Schools
Powell, Michael Lanier
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
High Schools
Secondary Education
Elementary Education
Middle Schools
Junior High Schools
Elementary Secondary Education
As the 21st century progresses, the role of the building-level school administrator has become more and more complex. With the demands of the No Child Left Behind Act, changing demographics, instructional leadership, and state accountability systems, the need for principals to feel a sense of efficacy toward their jobs is critical. There is a body of research that speaks to the role that efficacy plays in teacher classroom effectiveness; however, the literature does not that speak to the role that efficacy plays in the principalship. The purpose of this mixed methods study was to determine the role, if any, that efficacy plays in the principalship. Specifically, the study examined principals' ratings of their abilities to carry out the varied responsibilities of instructional leaders who can create successful learning environments. Using the Principal Self-Efficacy Survey developed by M. Tschannen-Moran and C. Gareis (2004b), the researcher sampled 113 principals in school districts in a metropolitan area of the Southeastern United States to gather their opinions about efficacy as it relates to instructional leadership. The results of the study revealed that principals on the high school level rated their belief in efficacy to perform the job higher than their counterparts at the middle and elementary school levels rated their belief. Also, female principals rated themselves more efficacious than their male counterparts rated themselves. The study also found that there was not a positive correlation between the adequate yearly progress status of a school and the level of efficacy of the principals. [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.]
ED552067
But What if I Can't Do It? The Role of Efficacy in Principalship
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-7924-0
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550663
2015
As Provided
JAN2020
No
Mathematics Instruction
Achievement Gap
African American Students
Males
Elementary School Students
White Students
Standardized Tests
Mathematics Achievement
Grades (Scholastic)
After School Programs
Program Effectiveness
Grade 6
State Standards
Smalls, Ruth R.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
An academic achievement gap exists between European American and African American students in the United States elementary educational system. At present, the achievement gap is currently being measured by local, state, and national standardized assessments and reveals that there is a great disparity among African American and European American students. When implementing standardized assessments schools, teachers, administrators, students and various stakeholders are better armed with the opportunity to identify areas of weaknesses and help improve those weaknesses. However, many of these assessments seldom identify all variables which in turn continue to widen the achievement gap. Closing the achievement gap has been the center of debate and focal point for many researchers; including James Ogbu and Robert Ferguson. The purpose of this study was to bring African American males to the forefront of increased math grades through the use of the Math Blitz After School Program, and to analyze the mathematics academic achievement of 6th grade students at five local elementary schools in South Carolina as measured by the standardized Palmetto Assessment of State Standards (PASS). [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.]
ED552068
Math Blitz Afterschool Program: Reclaiming Excellence for African American Boys
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-7925-7
118
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550664
2015
As Provided
JAN2020
No
Mathematics Achievement
Middle School Students
Grade 7
Grade 8
Predictor Variables
Correlation
Benchmarking
Mathematics Tests
Standardized Tests
Scores
Response to Intervention
Allen, Timothy Dale
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Grade 8
School districts throughout Texas have used archived Texas Assessment of Knowledge and Skills (TAKS) tests as a benchmark to predict student performance on future TAKS tests without substantial quantitative evidence that these types of benchmark tests are valid predictors of student performance. The purpose of this quantitative correlational study was to determine the potential relationship between this benchmark test system and student performance on the TAKS test in mathematics among seventh and eighth grade students attending three middle schools located in north Texas. An analysis of 1,560 seventh and eighth grade student test scores determined that various significant levels of correlation between student performance on the benchmark test and TAKS test existed among four performance groups: (a) all testers, (b) low performance, (c) middle performance, and (d) high performance groups. In addition, passing rates among groups were examined to help determine if identifying students in need of intervention based on benchmark test scores is a valid practice. Results suggested that benchmark test scores used by the participating district were a moderate to strong indicator of how students would rank overall based on the TAKS test scores. Additionally, the vast majority of students who met standards on the benchmark tests were able to meet standards on the TAKS tests. However, for RTI purposes, benchmark tests scores were not accurately measuring what they are intended to measure, thus not valid indicators as measured by the TAKS. [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.]
ED552069
Predictors of Student Performance in Grades 7 and 8 Mathematics: The Correlation between Benchmark Tests and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math Tests
ProQuest LLC
Ed.D. Dissertation, Texas A&M University - Commerce
2012-00-00
978-1-2678-7974-5
119
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550712
2015
As Provided
JAN2020
No
English (Second Language)
Language Proficiency
College Students
Limited English Speaking
Second Language Learning
Qualitative Research
Questionnaires
Interviews
Audio Equipment
English Teachers
Teacher Attitudes
Academic Standards
Expectation
Gonzalez-Iznaga, Rene
Dissertations/Theses - Doctoral Dissertations
Puerto Rico
Puerto Rico
English
Higher Education
Postsecondary Education
Ninety percent of Puerto Rican public school students who graduate from high school lack the basic English skills needed to succeed in university studies. This lack may be the result of Spanish being used as the major language of instruction at all levels in the public school system; when students graduate, they are limited English proficient (LEP). In Bruner's process of education theory, the learner needs to actively manipulate the information in order to comprehend the material. Following the second language acquisition theories of Krahsen, Vygotsky, Brown, Chomsky, and others, this ethnographic project study used qualitative questionnaires and audio-recorded interviews to gain the perspectives of English teachers as to why LEP students are not graduating from high school with English proficiency and what could be done to raise English proficiency levels. Interviews and questionnaires were coded and analyzed for commonality of themes. The results of the study demonstrated that the Puerto Rican English teachers were not complying with the mandated 2007 Puerto Rico Department of Education Standards and Expectations. Based on these findings, this project will serve as a model for training English as Second Language teachers to guide mainstream teachers on how to help students achieve English proficiency. Positive social change will be seen through the adoption of English in all core classes, permitting students to understand and manipulate language information actively in various classes and allowing them to adopt the English language more easily. [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.]
ED552070
English Proficiency Required for Puerto Rican Students to Succeed in University Studies
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-8082-6
211
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550762
2015
As Provided
JAN2020
No
Mathematics Instruction
Asperger Syndrome
Secondary School Students
Individualized Instruction
Educational Legislation
Mixed Methods Research
Case Studies
High Stakes Tests
Mathematics Tests
Mathematics Skills
Executive Function
Metacognition
Problem Solving
Ability
Learning Theories
Cognitive Development
Information Processing
Cognitive Processes
Scores
Observation
Statistical Significance
Correlation
Questionnaires
Riera, Karla Rene
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
Secondary Education
Though the No Child Left Behind Act of 2001 requires secondary students with Asperger's syndrome (AS) to take high-stakes mathematical tests, many students with AS exhibit weaknesses in mathematical and executive functioning skills. The purpose of this mixed-methods case study was to explore the use of differentiated mathematical strategies with secondary students with AS. The study was grounded in the theories of zone of proximal development, information processing, structural cognitive modifiability, and metacognition. Research questions examined (a) the relationship between AS students' executive functioning skills and their performance on high-stakes math tests, (b) the observable associations between the executive functioning skills of students with AS and the differentiated mathematical strategies used to teach them, and (c) the differentiated mathematical strategies students with AS perceive as the most effective for learning math. Quantitative data included 6 students' test scores and questionnaires; qualitative data included field notes from 46 observations. Based on correlational analysis, thematic coding, and descriptive analysis, no statistically significant correlations were found between math, processing speed, or word memory; however, there was a statistically significant difference between the AS students' processing speed and word memory, with higher scores for processing speed. Observable associations were found between AS students' executive functioning skills and strategies used to teach them. Differentiated strategies were rated by AS students. The results indicated 3 differentiated strategies were ranked as very helpful when learning math skills. By providing recommendations on the mathematics teaching strategies best suited for students with AS, positive social change may occur by improving student outcomes. [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.]
ED552071
The Use of Differentiated Mathematical Strategies with Secondary Students with Asperger's Syndrome
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-8086-4
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550766
2015
As Provided
JAN2020
No
Elementary School Teachers
Self Efficacy
Academic Achievement
Inclusion
Grade 3
Grade 4
Grade 5
Disabilities
Social Theories
Case Studies
Statistical Analysis
Criterion Referenced Tests
Faculty Development
Teacher Effectiveness
Owens-Twaites, Lawanna
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia Criterion Referenced Tests
Georgia
Georgia Criterion Referenced Tests
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Students with disabilities in Grades 3-5 in a Georgia school are not meeting state academic standards. The No Child Left Behind Act requires schools to ensure that all students meet these standards; those schools that do not make gains enter into School Improvement status. This study was conducted to determine if staff development that focused on inclusion had a positive impact on student achievement and teacher self-efficacy as measured by the Criterion Reference Competency Test (CRCT) and Teachers' Sense of Efficacy Scale (TSES). Bandura's social cognitive theory served as the theoretical foundation. A quantitative, cross-sectional survey design measured the difference between mean CRCT scores of 2 cohorts of students with disabilities in Grades 3-5 (n = 550); mean TSES scores of 2 cohorts of teachers of these students (n = 25) were also assessed. Cohort 1 consisted of students taught by teachers prior to the implementation of a 12-week inclusion program; cohort 2 consisted of students taught by teachers after the implementation of an inclusion program. An independent "z" test was conducted to test the null hypotheses that there was no significant impact of inclusion on student achievement. An independent "t" test was conducted to test the null hypothesis that there was no significant impact of inclusion on teacher self-efficacy. The "z" and "t" tests failed to reject the null hypotheses, suggesting inclusion teacher training did not result in higher student achievement scores or higher teacher self-efficacy. Future research on the impact of inclusion staff development should include increasing training time to a full school year. Implications for social change include a better understanding of an inclusionary staff development program and teacher efficacy, which could lead to an increase in student achievement. [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.]
ED552072
The Effects of Staff Development on Teacher Self-Efficacy and Student Achievement in an Elementary Inclusion Program
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-5282-0
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554776
2015
As Provided
JAN2020
No
Educational Technology
Learner Controlled Instruction
Access to Information
Information Technology
Technology Uses in Education
Stakeholders
Holistic Approach
Case Studies
Teachers
Elementary Secondary Education
Teacher Attitudes
Administrator Attitudes
Mixed Methods Research
Focus Groups
Interviews
Observation
Online Surveys
Students
Administrators
Institutional Characteristics
Academic Achievement
Educational Indicators
Teacher Role
Parent Role
Student Role
School Activities
Aslan, Sinem
Dissertations/Theses - Doctoral Dissertations
Minnesota
Minnesota
English
Elementary Secondary Education
The primary purpose of this study was to improve existing design theories for characteristics of an information-age school and roles that educational technology should serve for key stakeholders in such schools. In addition to this primary purpose, this study explored how learner-centered instruction and assessment were implemented in an information-age school. The formative research method (Reigeluth & Frick, 1999; Reigeluth & An, 2009) was used in a holistic single case study. The case selected was the Minnesota New Country School (MNCS), which was identified as incorporating the information-age paradigm most completely among other schools investigated (Richter & Reigeluth, 2010). All 10 advisors (a role similar to teachers) and 24 of the 36 junior and senior students participated in the study. Additionally, Doug Thomas (co-founder of MNCS and executive director of EdVisions Schools), Ronald Newell (a founding member of MNCS, Learning Program Director, and Director of Evaluation for EdVisions Schools), and Dee Grover-Thomas, (school principal and an advisor at MNCS), were involved in this study for an administrator's perspective. Multiple mixed methods for data collection were used, including a focus group interview with the advisors, two individual interviews with the advisors and administrators, observations of the advisors and students, and online surveys taken by the students. Augmentative data were also gathered from the educational technology systems used at the school and school documents emerged during data collection. Descriptive statistics, thematic analysis, and content analysis were used to analyze the data. The findings revealed the key characteristics of the MNCS as well as student learning and indicators of student success along with critical success factors. They also showed the roles of the advisors, parents, and students in the learning process. In addition, the findings identified school activities, planning for student learning, and the implementation of learner-centered instruction and assessment. Finally, the findings outlined the functions of the major educational technology system (Project Foundry) used in the school and showed how the key stakeholders used it and what suggestions they had for improvement. Discussion of these findings outlined tentative revisions to the design theories investigated in this study using the formative research method. [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.]
ED552073
Investigating "The Coolest School in America": A Study of a Learner-Centered School and Educational Technology in the Information Age
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8143-4
303
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550777
2015
As Provided
JAN2020
No
Cooperative Learning
High School Students
Foreign Countries
Student Attitudes
History
History Instruction
Learner Engagement
Questionnaires
Pretests Posttests
Outcomes of Education
Correlation
Scores
Computer Simulation
Computer Assisted Instruction
Kim, Mi Hwa
Dissertations/Theses - Doctoral Dissertations
Korea
South Korea
English
High Schools
Secondary Education
The purpose of this experimental study was to investigate the impact of the use of a virtual environment for learning Korean history on high school students' learning outcomes and attitudes toward virtual worlds (collaboration, engagement, general use of SL [Second Life], and immersion). In addition, this experiment examined the relationships among learning outcomes, participation in different groups (collaborative versus individual), and changes in participants' attitudes toward collaboration, engagement, fun, general use of SL, and immersion in a virtual environment. The collaborative virtual learning environment (VLE) in SL was created for a Korean history course whose enrollees were 11th grade students at two different high schools in South Korea. A total of 119 participants were recruited. The study was conducted at the schools over a one-month period in the fall of 2011. The participants were randomly assigned to work in a "collaborative group" or an "individual group." All participants took a pre- and a post-test, and completed pre-, day session-, and post-survey questionnaires. The results indicate that using a VLE in Korean history classes leads to significantly higher learning outcomes, as measured by the post-test. Using a VLE also had a significant impact on students' attitudes toward collaboration, engagement, fun, and general use of SL, but had no significant impact on student attitudes toward VLE immersion. The results also showed that participation in collaborative groups has a significant positive effect on post-test results and changes in participants' attitudes toward VLE. Furthermore, the results indicate that significant positive relationships exist between post-test scores and attitudes towards collaboration, engagement, fun, and general use of SL, but not immersion. Participating in collaborative groups did not have a significant impact on the relationship between participants' learning outcomes and their attitudes, while participating in individual groups showed a significant effect on the relationship between learning outcomes and attitudes toward collaboration, engagement, and general use of SL. Theoretical and methodological contributions as well as practical implications are discussed. [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.]
ED552074
Working Collaboratively in Virtual Learning Environments: Using Second Life with Korean High School Students in History Class
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2013-00-00
978-1-2679-5281-3
192
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554775
2015
As Provided
JAN2020
No
Rural Schools
Middle Schools
Dance
Role
Dance Education
School Districts
Case Studies
Self Efficacy
Teacher Attitudes
Integrated Curriculum
Course Content
Questionnaires
Internet
Interviews
Faculty Development
Specialists
Teaching Methods
Social Change
Adult Education
Middle School Teachers
Crawford-Willis, Antoinette
Dissertations/Theses - Doctoral Dissertations
Kentucky
Kentucky
English
Middle Schools
Secondary Education
Junior High Schools
Adult Education
Grade 6
Kentucky school districts have been charged to present an academic program review that documents the use of dance across curriculum content at all grade levels. This program review will replace statewide standardized tests for all students in the state of Kentucky and will count 20% toward each school's accountability score. Schools within the Kentucky districts must show evidence of how arts and humanities subjects, including dance, are integrated across curricula, and will then be judged as to whether high quality learning goals are achieved with the end results used to determine improvement in school programming. Despite these important charges, little research has investigated teachers' attitudes about the use of dance content to support teaching methods. A case study design was used to explore teachers' self-efficacy regarding the integration of dance content with academic subjects at a rural 6th grade center. Fourteen teachers at the center responded to an online questionnaire; of those 14 teachers, 7 also participated in individual interviews. Thematic coding was employed to analyze teacher attitudes, both from the surveys and from the interviews, about the use of dance content in the classroom. Key findings included that teachers preferred a professional development design modeled by a certified dance education specialist using instructional strategies for the inclusion of dance education content in classroom curriculum. The social change implications of these findings can be realized through a more comprehensive process that supports the teaching and learning of dance for the classrooms grounded in the critical attributes of adult pedagogy. [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.]
ED552075
The Role of Dance in Teacher Attitudes at a Rural Middle School
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-5268-4
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554766
2015
As Provided
JAN2020
No
Faculty Development
Substitute Teachers
Teacher Competencies
Teacher Qualifications
Phenomenology
Teacher Improvement
National Standards
Public Schools
School Districts
Audio Equipment
Semi Structured Interviews
Rural Schools
Teacher Education
Statistical Analysis
Hermeneutics
Academic Achievement
Brown, Rhonda
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an increased focus. The purpose of this phenomenological study was to identify how substitute teachers perceived professional development training in their maintenance of federally-mandated student performance standards in a small rural Georgia public school district. This study was implemented on a purposive sampling of 1 school leader, 1 classroom teacher, and 3 substitute teachers who were audio recorded using in-depth, semi-scheduled interviews. Three research questions addressed the preparation, professional development, and performance of substitute teachers. The data were analyzed and synthesized using Van Manen's hermeneutic phenomenological inquiry. Trustworthiness of the findings was ensured through member checking, peer review, triangulation, and an audit trail. This study's findings suggest that substitute teacher involvement in the total teacher experience may be increased through more extensive professional development training. By understanding the experiences of substitute teachers as they work to maintain federally-mandated student performance standards, interested stakeholders will be better equipped to understand the role of professional development training on substitute teachers' pedagogical skills, performance, and evaluation. These outcomes, in turn, may contribute to students' academic success. [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.]
ED552076
The Impact of Professional Development on Performance and Evaluation of Substitute Teachers in a Public School System
ProQuest LLC
Ph.D. Dissertation, Walden University
2012-00-00
978-1-2679-5267-7
182
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554765
2015
As Provided
JAN2020
No
Teacher Attitudes
Portfolios (Background Materials)
Electronic Publishing
Technology Integration
Qualitative Research
Case Studies
Elementary School Teachers
Grade 4
Public School Teachers
Constructivism (Learning)
Teacher Surveys
Focus Groups
Skills
Motivation
Achievement
Blackwell, John P., III.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
Intermediate Grades
This qualitative case study explored the problem that teachers' attitudes and perceptions about technology often serve as barriers to successful technology integration in elementary school classrooms. Trends have showed that technology teachers directly responsible for teaching students technology skills are being laid off due to budget cuts and regular classroom teachers face increased challenges as they work to insure student technology literacy. The purpose of this study was to explore how educators at a public elementary school perceived and used electronic student portfolios as a technology integration tool in the classroom. The conceptual framework for this study included components of constructivism related to the acquisition of skills, motivation, and achievement. A qualitative case study design was employed with a purposeful sample of 4 th grade teachers at a local school site to learn their perceptions on using electronic student portfolios as a technology integration tool. Data were collected from teacher surveys and a focus group interview and were coded and analyzed to identify major themes regarding skills, motivation, and achievement components of technology learning. Findings showed that teachers had optimistic perceptions of the use of electronic portfolios to assess student learning, and most indicated that they believed electronic portfolios had positively impacted student motivation and learning. Based on these findings, a curriculum supplement for electronic portfolio integration was created for local stakeholders. The findings could impact social change as teachers use electronic student portfolios to improve student technology literacy, motivation, and achievement. [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.]
ED552077
Teacher Perceptions of Electronic Portfolios as a Technology Integration Tool
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-5266-0
174
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554764
2015
As Provided
JAN2020
No
Mathematics
Investment
Knowledge Level
Computation
Information Technology
Artificial Intelligence
Du, Jie
Dissertations/Theses - Doctoral Dissertations
English
While the question of how to use human knowledge to guide evolutionary search is long-recognized, much remains to be done to answer this question adequately. This dissertation aims to further answer this question by exploring the role of domain knowledge in evolutionary computation as applied to real-world, complex problems, such as financial investing. The hypothesis is that domain knowledge can be combined with evolutionary algorithms (EAs) so as to systematically influence the traversal of a search space. A framework for incorporating domain knowledge into memetic algorithms, a specific kind of EAs, is proposed and is empirically evaluated by experiments that focus on knowledge-guided pre-processing, representation/initialization, and reproduction. Knowledge can be incorporated into an EA adaptedly (e.g., pre-processing and initialization) or adaptively (e.g., representation and reproduction). From the "adapted" perspective, knowledge can facilitate data collection and data cleansing in the preprocessing phase. Knowledge can also be utilized to create the initial population. From the "adaptive" perspective, individuals are represented by a sequence of components (or building blocks) that are mappable to the nodes in a semantic net, on which mutation and crossover are conducted. The mutation changes components to ones based on a certain semantic distance or more dynamically, based on a function of semantic distance. The crossover swaps the building blocks between two fit individuals, where the crossover point is constrained to be the boundary of these building blocks. The test problems are asset valuation and portfolio optimization. The experimental results show that knowledge can systematically influence the traversal of a search space. More interestingly, the results show how conceptual distance in human knowledge can correspond to distance between evolutionary individuals. According to the problems being solved, knowledge might be dynamically used to increase or decrease the reproduction size in a search algorithm. These results shed light on the role of knowledge in EAs and are part of the larger body of work in the field of evolutionary computation to delineate how domain knowledge might usefully constrain EAs. [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.]
ED552078
Memetic Algorithms, Domain Knowledge, and Financial Investing
ProQuest LLC
Ph.D. Dissertation, University of Maryland, Baltimore County
2012-00-00
978-1-2678-8178-6
205
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2015
As Provided
JAN2020
No
School Choice
Parent Attitudes
School Size
Class Size
Charter Schools
Surveys
Questionnaires
After School Programs
Parent Participation
Athletics
School Administration
Elementary School Students
Grade 8
Ekanem, Imaobong Columba
Dissertations/Theses - Doctoral Dissertations
Delaware
Delaware
English
Elementary Education
The study discussed in this dissertation identified and examined the factors that influence parent charter school choice. The study was conducted for a rural K-8 charter school in Delaware. The survey instrument used was a parent questionnaire which contained questions that examined the reasons for parent charter school choice, the features of charter school that specially appeal to parents in their charter school choice process. Questionnaires were distributed to 300 parents of students who were actively enrolled in the school at the time of the study. 270 questionnaires were completed and returned in a sealed envelope. Frequency distributions were computed for each of the research questions and some of the survey items. The result revealed that small size of charter school or classes, before and after school programs; greater opportunities for parental involvement are the most important reasons among others for parent charter school choice. Class size, sports program, and people running the school are important features of charter school while quality of teaching, food, school facilities and technology were considered the least important features of charter school. [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.]
ED552079
A Study of the Factors Influencing Parental Choice of a Charter School
ProQuest LLC
Ed.D. Dissertation, Wilmington University, Delaware
2013-00-00
978-1-2678-8470-1
65
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2015
As Provided
JAN2020
No
Christianity
Churches
Semi Structured Interviews
Focus Groups
Interviews
Observation
Guidelines
Foreign Countries
Validity
Reliability
Grounded Theory
Organizational Change
Change Strategies
Leadership Styles
Leadership
Presidents
Females
Schubring, Linda Louise
Dissertations/Theses - Doctoral Dissertations
Europe
English
This study in adaptive leadership reveals what factors contributed to how leaders and teams navigate change within the church planting context of Christian Associates (CA) Europe. In the beginning chapter, I lay the foundation for the study of individuals and teams within CA by describing my research, CA's history, and the significance of the study to me as an adaptive leader. In Chapters 2 and 3, I describe the literature review around adaptive leadership principles, differentiating between adaptive challenges and technical problems, and utilize Bolman and Deal's symbolic framework in order to reveal adaptive capacities within the symbolic nature of CA as a movement. CA is revealed to be a missional tribe in how members move and adapt for the sake of relationships and locations. I outline my research methodology, describe my findings and conduct an analysis in Chapters 4, 5, and 6. I triangulated methods of semi-structured interviews, focus groups, and observations and data within CA in order to ensure validity and reliability through grounded theory. CA has leaders who lead employing adaptive capacities of persevering through trial in the transient nature of the teams and cities, using storytelling to lead change, and becoming adaptive organizations able to distinguish between technical problems and adaptive challenges. In Chapter 7, I describe a pilot study used with the leadership team of CA Europe in order to reveal an adaptive approach to navigating change. In Chapter 8, I make recommendations for further study that includes presidential succession planning, integrating more female voices into the leadership of CA, and the use of the StrengthsFinder(TM) with teams and individuals. In the conclusion, I tie the research together by outlining the next challenge CA is facing as another presidential transition begins. [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.]
ED552080
A Study in Adaptive Leadership: How Christian Associates' Teams and Individuals in Europe Navigate Change
ProQuest LLC
D.I.S. Dissertation, Fuller Theological Seminary, School of Intercultural Studies
2013-00-00
978-1-2679-5231-8
185
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2015
As Provided
JAN2020
No
Parent Child Relationship
Validity
Interpersonal Competence
Emotional Development
Toddlers
Suburbs
Psychometrics
Intervention
Child Development
Family Relationship
Social Development
Measurement Techniques
Magee, Aoife Rose
Dissertations/Theses - Doctoral Dissertations
Pacific Northwest
English
Parent-child relationships serve as the foundation for social emotional competence in young children. To support the healthy social emotional development of their children, parents may need to acquire information, resources, and skills through interventions that are based upon assessment of parent competence. This manuscript presents results from a study of parents of toddlers and the practitioners who serve them in a suburban area of the Pacific Northwest. The purpose of the study was to conduct initial psychometric studies on a curriculum-based tool, the Social Emotional Assessment Measure (SEAM), focused on improving parent-child interactions for parents of toddlers. Convergent validity and utility were investigated for the SEAM Parent-Toddler Interval. Findings suggest that the SEAM Parent-Toddler Interval is an appropriate tool that can identify the strengths and needs of parents and assist in designing quality interventions that might alter developmental trajectories, leading to improved family and child outcomes. [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.]
ED552081
Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2679-4973-8
196
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2015
As Provided
JAN2020
No
Video Technology
Asynchronous Communication
Group Discussion
Social Networks
Preservice Teachers
Comparative Analysis
Models
Content Analysis
Thinking Skills
Cognitive Processes
Documentation
Technology Uses in Education
Educational Technology
Howard, Craig Dennis
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
"Collaborative video annotation" (CVA) allows multiple users to annotate video and create a discussion asynchronously. This dissertation investigates 14 small-group CVA discussions held on YouTube in a pre-service teacher education course. Fourteen groups of 6-12 pre-service teachers (141 total) participated. Five of these groups (48 students) used a CVA platform where models of expert discourse had been planted into the video-the modeled condition. Five other groups (49 students) participated in two stages rather than one, without planted discourse models-the staggered condition. Four groups (44 students) annotated the videos without either design modification-the basic condition. A content analysis system, developed using published research in the analysis of asynchronous discussions, was used to measure substance frequencies, including three types of higher order thinking (HOT) present in annotations. Two other aspects of discourse were quantified: reference and judgment. Frequencies of HOT in the three conditions and joint occurrences of HOT + judgment and HOT + references were analyzed to provide insight about HOT in CVA as well as a comparison of the three conditions of instruction. In all three conditions, the most frequent substance type was the most concrete, observations. The modeled condition produced the most HOT, and the basic the least. In all three conditions, reference to the video was most frequent. However, reference percentages were more balanced in groups with design modifications, staggering participation and including discourse models. Analysis was more closely tied to other learners' annotations that the other types of HOT. HOT +Judgment measures did not differ across conditions, but different HOT types were associated with different kinds of judgment. The tendency for applications to include highly critical teaching suggestions exposed preconceived notions about teaching held by novices that differed from those of experts. A sequential analysis revealed that HOT appeared more often in chains than in isolation, and these chains appeared at higher frequencies in the conditions with design modifications-the most in the modeled discourse condition. The chains of HOT also uncovered that the act of scrolling back and re-watching video frequently correlated with HOT. This study provides evidence that HOT types and discourse tenor are associated. Analysis was found to be associated with positive judgments, applications were critical, and intellectual modesty was more often comprised of mixed judgments. HOT + Reference frequencies imply that designers should be aware of the relationship between HOT and learner annotations while understanding that the majority of annotations in CVA will likely be tied to video content. Furthermore, the design decisions that situated learners in discussions already in progress, made possible by the CVA mode, resulted in more HOT from learners. [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.]
ED552082
Higher Order Thinking in Collaborative Video Annotations: Investigating Discourse Modeling and the Staggering of Learner Participation
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8199-1
235
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2015
As Provided
JAN2020
No
Leadership Training
Undergraduate Students
College Programs
Program Effectiveness
Student Personnel Services
Public Colleges
Love, Louis Anthony
Dissertations/Theses - Doctoral Dissertations
Arkansas
Arkansas
English
Higher Education
Postsecondary Education
Today's students are the leaders of tomorrow, and their ability to lead in the 21st century will be critical to the sustainability of life, and the nation's ability to prosper will depend on the quality of leadership demonstrated at all levels of society. Student leadership development in institutions of higher education has never been more vital than it is today. In order to provide society with excellent and effective leadership that will be capable of handling unprecedented domestic and global economic and medical crises, as well as properly managing technological advancements, institutions of higher education must invest in the development of effective leadership as part of the overall undergraduate educational experience. The purpose for conducting the study was to identify what leadership development opportunities are presented to undergraduate students at the University of Arkansas--Fayetteville (UAF) through student affairs and to assess these current leadership development program offerings. Designed as an assessment, the study investigated and evaluated undergraduate student leadership development initiatives at UAF to determine if the institution is achieving the desired undergraduate leadership development outcomes and if current undergraduate leadership development programs can be identified as being of quality. The study revealed critical findings that suggested that UAF is not providing sufficient and adequate leadership programs specific to leadership development. Current leadership initiatives through the division of student affairs had a great reliance on the promotion of student activity involvement and not much emphasis on process-oriented programs for leadership education, which leads to leadership training and ultimately to leadership development founded on research-based curricula and research-grounded continuous program development. [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.]
ED552083
Everything Rises and Falls on Leadership: An Assessment of Undergraduate Leadership Development Programs at the University of Arkansas--Fayetteville
ProQuest LLC
Ed.D. Dissertation, University of Arkansas
2013-00-00
978-1-2679-5035-2
117
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554688
2015
As Provided
JAN2020
No
Prevention
Intervention
Peer Mediation
Conflict Resolution
Violence
Bullying
Program Design
Suspension
Program Effectiveness
Middle School Students
State Surveys
State Departments of Education
Injuries
Frost, Alice M.
Dissertations/Theses - Doctoral Dissertations
Kansas
Kansas
English
Middle Schools
Secondary Education
Junior High Schools
Previous research examined various factors of program design, specific program curriculum, and student and faculty attitudes, but repeated studies and methodology questions have been raised with some of the research. Much of the research in the field has examined specific program effectiveness where the researcher is the author of the program or curriculum being used. This study examines the effects of programs designed to reduce school violence and the impact they have on reducing out of school suspensions (injury and non-injury). The three programs examined are bully prevention programs, peer mediation programs, and conflict resolution programs used in middle schools. This study does not focus on a specific curriculum, but has chosen independent measures that have been identified to reduce out of school suspensions. The independent variables for this study are: 1) type of programming, 2) number of lessons being taught, 3) administration, 4) counselor to student ratio, and 5) interaction effects. The research questions guiding this study were: 1) Which, if any, violence prevention programs are used in middle schools in the state of Kansas? 2) Is there a main effect for violence reduction program on violent incidents resulting in out of school suspensions (injury and non-injury) reported? 3) Is there a main effect for the number of counselors to students on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 4) Are there main effects or interaction effects for number of lessons and method of administration on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 5) Are there interaction effects for violence reduction program and each of the following variables: counselor to student ratio, number of lessons, and method of administration? All 231 middle schools in the State were surveyed to obtain information regarding type of prevention programs being offered and how these programs are administered. The return of 129 surveys resulted in a data set of 122 schools participating once incomplete surveys were eliminated. State Department of Education data from the Discipline Incident System provided the dependent variable data on school suspensions (injury and non-injury) for a three year period from 2008-2011. The only significant finding related to schools that had a counselor to student ratio of less than 1:500. These schools reported significantly fewer out-of-school suspensions (injury and non-injury) than those schools with a counselor to student ratio of more than 1:500. The findings from this study will provide middle schools with data to improve violence prevention programming. [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.]
ED552084
Bully Prevention, Peer Mediation and Conflict Resolution: Impact of Prevention Programs on Reducing School Suspensions
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8475-6
96
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551039
2015
As Provided
JAN2020
No
Creativity
Reliability
Educational Research
Educational Researchers
Interrater Reliability
Evaluators
Validity
Content Validity
Elementary School Teachers
Undergraduate Students
Semi Structured Interviews
Mixed Methods Research
Regression (Statistics)
Measures (Individuals)
Evidence
Long, Haiying
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Higher Education
Postsecondary Education
As one of the most widely used creativity assessment tools, the Consensual Assessment Technique (CAT) has been praised as a valid tool to assess creativity. In Amabile's (1982) seminal work, the inter-rater reliability was defined as construct validity of the CAT. During the past three decades, researchers followed this definition and regarded inter-rater reliability that is mainly estimated by Cronbach's alpha as validity evidence of the CAT. However, Cronbach's alpha is not an appropriate approach to estimate inter-rater reliability. Furthermore, reliability evidence can hardly support validity. Therefore, even though there has been abundant evidence of reliability for the CAT, little validity evidence has been provided in the field. To further complicate the matter, the studies that examined validity of the CAT only employed the old notion of validity. The current research used Messick's (1989a, 1995) unified view of validity as conceptual framework and investigated four aspects of validity of the CAT, content, substantive, external, and generalizability, with three groups of judges and an elementary school student sample. Responses to two science tasks from 24 students were collected from two sixth grade classes and were later evaluated on a 1-5 scale by three different groups of judges (i.e., educational researcher, elementary school teachers, and undergraduate students) using their own criteria of creativity. Judges were required to explain their ratings and to answer a few questions regarding their rating criteria and procedures at the end of the survey. Those who evaluated students' responses differently were asked follow-up questions and conducted semi-structured interviews. Mixed methods were employed in the study. Quantitative data were analyzed by repeated measures analysis of variance, correlation, multiple linear regression, and generalizability and dependability studies. Qualitative data were analyzed by framing analysis. The study found very little evidence to support the validity of the inferences made based on the CAT scores. This result was further discussed with the proposed purpose of the CAT and the assumptions of measurement. [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.]
ED552085
Validity of the Consensual Assessment Technique--Evidence with Three Groups of Judges and an Elementary School Student Sample
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8211-0
249
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2015
As Provided
JAN2020
No
Decision Making
Data
Information Technology
Data Analysis
Academic Achievement
Case Studies
School Districts
Leaders
Mixed Methods Research
Interviews
Online Surveys
Elementary Secondary Education
Akoma, Ahunna Margaux
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
This case study of one school district examined how school leaders use student performance data and technology-based data analysis tools to engage in data-informed decision-making for continuous improvement. School leaders in this context included leaders at the district, school, and classroom levels. An extensive literature review provided the framework for this study including Brunner, Fasca, Heinze, Honey, Light, Mardinach, and Wexler (2005), Knapp, Swinnerton, Copland, and Monpas-Huber (2006), Mandinach, Honey, Light, Heinze, and Nudell (2005), Mandinach, Honey, and Light (2006), Marsh, Pane, and Hamilton (2006), National Education Technology Trends Survey (2005, 2007), among others. Though data-informed decision-making is not a new concept in industry or education, the data-reporting demands of the No Child Left Behind Act has fueled districts' investments in technology and data analysis tools. The case study employed a mixed data collection approach. Qualitative data were collected through interviews of 12 leaders (1 superintendent, 1 technology leader, 2 principals, 2 curriculum coordinators, 2 instructional specialists, and 4 lead teachers), and review of district documents. Quantitative data were collected through an online survey of the teachers in the district to validate or triangulate portions of the interview data. Qualitative data were analyzed at various levels of descriptive analyses, in which codes were generated, organized, and grouped into analytical categories. Findings showed that leaders used various forms of data to make various types of decisions. The district provided the tools and training. In addition, leaders' organizational roles or levels impacted the forms of data they used and the types of decisions made. Organizational roles also impacted leaders' perceptions of which environmental factors (political, economic, cultural, and technological) influenced their use of student data to make decisions. A culture of data use was more prevalent among accountability workgroups such as English, math, and science teachers--evidence that political forces influence teachers' data use. Cultural and human resource capacities were developed through professional learning communities and early release days. Teachers had time but wanted more time. District Y is modeled after best practices. Recommendations were made for all stakeholders as well as the government and schools of education. [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.]
ED552086
Decision-Making, Information Communication Technology, and Data Analysis by School Leaders about Student Achievement
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2679-5077-2
336
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554693
2015
As Provided
JAN2020
No
Preschool Teachers
Urban Teaching
Teacher Student Relationship
African American Students
Preschool Children
Males
Behavior Problems
Student Behavior
Teacher Effectiveness
Self Efficacy
Observation
Interviews
Self Control
Disadvantaged Youth
Holistic Approach
Models
Race
Sex
Poverty
Violence
Nunley, Patricia L.
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
At the earliest grade levels, young Black males, who have been identified by their teachers as "challenging" (in psychological terminology, exhibiting externalizing behavior), have the same disproportionate rate of school suspension and expulsion as their older counterparts (Gilliam, 2005; Lewis, Butler, Bonner, & Joubert, 2010; Stewart, 2005). For this qualitative dissertation study, a theoretical construct, entitled the RGPV Factor, was developed for the purpose of defining the unique developmental pathway of young urban Black males. The RGPV Factor, an acronym for Race, Gender, Poverty, and Violence, is an ecological model theory that considers the synergistic effect of each of these factors. The study explored the classroom interactions between classroom teachers and a subset of urban, Head Start, Black male preschoolers who had been teacher-identified as "challenging." Within the context of these interactions, the teacher's observed and self-reported efficacy in assisting these students in self-regulation mastery was accessed. Three data points were used to measure teacher efficacy with this student group: classroom observations, the self-report Student Teacher Relationship Scale (Pianta, 2001), and teacher interviews. Consistent with the literature (Kesner, 2000; Saft & Pianta, 2001), teachers were found to generally have poor quality relationships with these young Black male students. These negative relationships do not provide the assistance required for young children to master the skill of self-regulation. Additional unexpected findings also emerged: Not all teachers fully understood the concept of self-regulation, and, in fact, some of these Head Start teachers did not meet the federal standards level for English language proficiency. Further, some of the teachers did not exercise sufficient authority over their students (U.S. Department of Health & Human Services, 2010). The study findings clearly show that programs are needed to prepare teachers for working with young, urban students. The findings also strongly support the need for additional studies that critically assess the effects of a rapidly diversifying teacher workforce on the school experiences of vulnerable Black male students. [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.]
ED552087
Urban Head Start Teachers' Classroom Interactions with Black Male Preschoolers Identified as "Challenging" or "Externalizing": Opportunities for Teaching Self-Regulation
ProQuest LLC
Ed.D. Dissertation, Mills College
2012-00-00
978-1-2679-5092-5
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554707
2015
As Provided
JAN2020
No
Tutoring
Mentors
Males
African American Students
Middle Class
One Parent Family
Social Cognition
Learner Engagement
Semi Structured Interviews
Student Interests
Mothers
Mother Attitudes
Parent Influence
Gender Issues
Racial Factors
Green, Lachelle Yavette
Dissertations/Theses - Doctoral Dissertations
English
Evidence suggests that African American male students from single mother households may face more challenges than white male students in obtaining educational success in terms of graduation and test performance. This association has been generated from previous studies that identified themes of poverty, parents' lack of education, absent parents, and poorer school systems. Yet questions remain for why educational challenges persist for African American males from single mothers who are middle income and college educated. Through lenses of social cognitive and student engagement theories and a grounded theory research approach, data were collected via semi-structured interviews with 5 mothers to explore their perceptions of their sons' levels of interest in education and mentoring to increase their sons' educational interests. A grounded theory emerged from the data, where the mothers expressed the criticality of informal, same gender, mentor relationships to improve their sons' educational outcomes. Such relationships are important because mothers' influence can be muted by peer influences as sons seek to fit in socially. Given the reported lacks of consistent male role model input and appropriate mentor programs for middle-class African American male students, the value and impact of the informal mentor is critical. The results of this study highlight the importance of same gender relationships over same race relationships to teach adolescents how to be responsible men and contribute to society. The findings of this study provide educational leadership with a deeper understanding of the needs of these students, through the viewpoint of their mothers, which may contribute to positive outcomes among adolescent Black male students, a group that continues to struggle with poor academic and social outcomes. [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.]
ED552088
The Effect of Tutoring and Mentoring on Student Success in Single-Parent Middle Class African American Households
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-8478-7
167
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2015
As Provided
JAN2020
No
Internet
Computer Networks
Shared Resources and Services
Information Management
Delivery Systems
Standards
Narock, Thomas William
Dissertations/Theses - Doctoral Dissertations
English
The World Wide Web Consortium defines a Web Service as "a software system designed to support interoperable machine-to-machine interaction over a network." Web Services have become increasingly important both within and across organizational boundaries. With the recent advent of the Semantic Web, web services have evolved into semantic web services whose components are described using machine understandable semantics. However, the discovery of semantic web services, the matching of user requirements to available services, still has a number of unanswered questions. In particular, there is criticism that current discovery methods focus exclusively on service inputs and outputs and ignore how services actually perform their tasks. This lack of information regarding how a service operates can also severely impact understanding of web service results. We show how ideas from data provenance-capturing the history and lineage of data--can be applied to web services. We describe our approach to capture service provenance using Semantic Web technologies and subsequently design a new web service discovery algorithm around it. Further, we present a framework for capturing and integrating provenance in multi-service workflows. [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.]
ED552089
Provenance-Based Approaches to Semantic Web Service Discovery and Usage
ProQuest LLC
Ph.D. Dissertation, University of Maryland, Baltimore County
2012-00-00
978-1-2678-8221-9
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550839
2015
As Provided
JAN2020
No
Graduate Study
Applied Linguistics
Program Evaluation
Foreign Countries
English (Second Language)
Second Language Learning
Second Language Instruction
Educational Quality
Language Teachers
Futures (of Society)
Teacher Education Programs
Regression (Statistics)
Graduate Students
Student Characteristics
Prediction
Enrollment Trends
Databases
Graduation
Simulation
Economic Factors
College Faculty
Nemoto, Tomoko
Dissertations/Theses - Doctoral Dissertations
Japan
Japan
English
Higher Education
Postsecondary Education
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education. [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.]
ED552090
Program Evaluation of Graduate Education Programs in an American University in Japan
ProQuest LLC
Ph.D. Dissertation, Temple University
2013-00-00
978-1-2679-0803-2
239
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552350
2015
As Provided
JAN2020
No
Manipulative Materials
Mathematics Instruction
Computer Simulation
Multiplication
Elementary School Students
Grade 1
Grade 2
Pretests Posttests
Elementary School Mathematics
Multimedia Instruction
Puzzles
Computer Uses in Education
Paek, Seungoh
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
The purpose of this study is to demonstrate how virtual manipulatives, designed to provide multimodal interactions, support richer perceptual experiences that promote conceptual learning. To study this phenomenon, a virtual manipulative called, "Puzzle Blocks," was developed by the researcher. "Puzzle Blocks" introduces the concept of multiplication through repetitive addition activities. These activities guide students to manipulate virtual blocks and numbers in order to build objects hidden within the puzzles. While constructing the objects, students receive visual notations of the underlying mathematical concept. "Puzzle Blocks" also provides aural and kinesthetic information. The aural information is experienced in the form of a narrative voiceover that is either present or absent. The kinesthetic information is experienced through a lesser or greater degree of embodiment. A greater degree of embodiment was operationalized as manipulating the on-screen blocks with a finger on a touchscreen, while a lesser degree of embodiment was operationalized as using a cursor controlled by a computer mouse. To investigate which combination of factors resulted in the greatest conceptual learning, an experiment using a 2x2 factorial design was conducted. One hundred seventy-nine first and second grade students were randomly assigned to four experimental groups and two control groups. All participants took pre-, mid-, and post-tests and played "Puzzle Blocks" for ten sessions over four weeks. The results indicate that both the presence of audio narration and a greater degree of embodiment leads to significantly higher learning as measured by far-transfer tests. Although audio narration had a significant impact on learning outcomes for all ten sessions combined, it did not have significant impact on learning outcomes after the fifth session. However, degree of embodiment did impact learning outcomes significantly across all ten sessions. These findings suggest that multimedia learning environments with carefully designed multimodal interactions can promote children's conceptual learning by providing a richer perceptual experience. Furthermore, the impact of each modality-specific factor alone does not affect young children's learning the same, and certain combinations of modalities may be more effective than others. The implications of including multimodal interactions in the design of virtual manipulatives and other multimedia learning environments are discussed. [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.]
ED552091
The Impact of Multimodal Virtual Manipulatives on Young Children's Mathematics Learning
ProQuest LLC
Ed.D. Dissertation, Teachers College, Columbia University
2012-00-00
978-1-2679-5093-2
230
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554708
2015
As Provided
JAN2020
No
Russian
Phrase Structure
Linguistic Theory
Structural Analysis (Linguistics)
Language Research
Form Classes (Languages)
Scott, Tatiana V.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation maps the left-periphery of the Russian language, presenting a new geometry of Russian main and subordinate clauses in order to account for a number of phenomena: single and multiple wh-constructions, sluicing constructions, and coordinate multiple wh-constructions (CMW), as well as to predict various occurring word-orders. Interestingly, the theory for these constructions comes from a proposed unique wh-unrelated category, the Higher Operator Phrase (HOP), located higher than CP, which allows the aforementioned phenomena to fall out of the proposed structure. The thesis claims that Russian exhibits "true" wh-movement and is similar to Bulgarian in Rudin's 1988 typology, with a strong [+wh] feature on each wh-phrase, forcing it to be in the specifier of CP. Superiority holds, and emerges in various contexts in Russian; though its effects may be masked in the main clause by the ability of any wh to raise further (to SpecHOP). There is an asymmetry with respect to surface Superiority in matrix vs. embedded clauses: Superiority emerges in embedded clauses, and in main clauses whenever HOP is overtly occupied by a non-wh-phrase. The asymmetry falls out of the theoretical assumption that the HOP position is available in matrix clauses only. These conclusions give a rise to a re-analysis of sluicing in Russian as a wh-phenomenon where Superiority also emerges as it does in coordinate wh constructions (CMW). The analysis of CMW presented in this work is based on existing accounts utilizing sideward movement (Nunes 2001) and a coordination phrase (ConjP/&P) (Zoerner 1995, Gribanova 2009, Citko & Gracanin-Yuksek 2010). Finally, the thesis addresses the issue of what can occupy the head position of HOP. This gives rise to a discussion of Topicalization properties of this (HOP) position. It is shown how a topic-marking particle "-TO" can occur in this position, and adds to the evidence for the existence of this position. As a result, it illustrates how various wh- and other word order constructions can be uniformly analyzed with this unique structure. [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.]
ED552092
Whoever Doesn't HOP Must Be Superior: The Russian Left-Periphery and the Emergence of Superiority
ProQuest LLC
Ph.D. Dissertation, State University of New York at Stony Brook
2012-00-00
978-1-2678-8235-6
219
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550850
2015
As Provided
JAN2020
No
Elementary School Students
Story Telling
Grade 1
Student Experience
Participant Observation
Discourse Analysis
Knowledge Level
Language Usage
West, Jean Ann
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
The purposes of this naturalistic, descriptive study were to examine the stories that children in one first grade classroom told in a storytelling circle, how the children's knowledge, in-school experiences, and out-of-school experiences were reflected in their stories, and how the children used their knowledge and experiences as tools to make sense of the world through their stories. The study was designed as a naturalistic, descriptive study employing an interpretive approach to examining the children's oral stories. Nine first grade children in one classroom were grouped heterogeneously into three storytelling groups. Data collected from the three groups included a total of 80 story rounds, each of which included an oral story along with preceding and succeeding dialogue from other children and the researcher. The researcher employed participant observation and a discourse analytic method of inquiry to analyze the stories told by children in a storytelling circle. The children proved themselves to be active constructors and co-constructors of meaning who skillfully told their stories for the very authentic purposes of making sense for themselves and for others. The stories were structurally complex and interesting to tellers and listeners. The children flexibly coconstructed stories that included a wide variety of settings, episodes, and codas as well as complex plots that situated people, characters, objects, and actions across time and space in ways that suited the purposes of and were meaningful to the tellers and the listeners. The children also drew upon a wide range of everyday knowledge and experiences, especially from out of school, which they called upon as resources for the co-construction of the stories. They used language in flexible ways that appropriated combinations of genres which they were able to utilize effectively in ways that helped them to organize and relate their experiences through the stories. Listening to the children's stories proved to be an effective way to learn about the children's knowledge, rooted in their experiences both inside and outside of school. This approach broadens current conceptions of children as learners by focusing on their strengths and resources as starting points for teaching and learning. Nine story maps are attached in Appendices E, F, G, H, I, J, K, L, and M. [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.]
ED552093
An Examination of Children's Oral Storytelling in a First Grade Storytelling Circle
ProQuest LLC
Ph.D. Dissertation, Texas Woman's University
2012-00-00
978-1-2679-5101-4
457
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554714
2015
As Provided
JAN2020
No
Information Technology
Cooperation
Facilitators (Individuals)
Organizations (Groups)
Institutional Characteristics
Proximity
Administrator Characteristics
Small Businesses
Qualitative Research
Findikoglu, Melike Nur
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
A two-phased qualitative study was conducted to explore the facilitators of non-local (i.e. domestic or international) partnerships formed by small- and medium-sized firms (SME). Rooted in trust, proximity and dynamic capabilities lenses, the study focused on behaviors of SMEs performing in dynamic, competitive and highly interlinked industry, the information technology (IT) industry, in a service provision context. Along with the conceptualization of IT service partnerships, propositions were derived and a research framework was presented. At the first phase, exploratory interviews were conducted with 21 IT SMEs operating in Chicago. Information on demographics, partnership definitions, types and motivations, partnership portfolios and experiences was collected from senior managers via semi-structured interviews. At the second phase, case study analysis was performed with 10 Chicago IT SMEs: software development and IT consulting firms older than 3 years and having 11-250 employees. The case pool consisted of firms without any partnerships, firms with local partnerships only, and firms with local and non-local partnerships. Data was collected from key informants, public sources, corporate documents and applications. Findings revealed that IT SMEs, indeed, formed service partnerships with other non-local IT firms. Not the firm size but the context-specific organizational capabilities (such as partner assessment, coordination and knowledge transfer, communication, relationship management and bonding) were influential on this firm behavior. These capabilities were identified as dynamic capabilities. Furthermore, organizational proximities (such as shared norms, values, networks, and local representation of the distant firm) enabled formation of these partnerships. The depth and breadth of the capabilities and proximities were moderated by the type of the IT service rendered via the partnership. Equally important were the impacts of the senior managers' profile (experience and background) on the non-local partnership formation. According to the analysis, the senior manager characteristics not only influenced directly the formation behavior but also indirectly through firm-level partnership capability formation. [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.]
ED552094
Small and Medium-Sized Information Technology Firms: Assessment of Non-Local Partnership Facilitators
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9164-8
289
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551412
2015
As Provided
JAN2020
No
Deafness
Assistive Technology
Bilingualism
Self Concept
English
American Sign Language
Language Fluency
Mixed Methods Research
Parent Attitudes
Interviews
Surveys
Family Relationship
Oral Language
Parent Child Relationship
Student Placement
Mitchiner, Julie Cantrell
Dissertations/Theses - Doctoral Dissertations
English
This study examines Deaf parents with children who have cochlear implants on their beliefs and perspectives of bilingualism in American Sign Language and English using complementary mixed methods through surveys and follow-up interviews. Seventeen families participated in the survey and eight families continued their participation in semi-formal follow-up interviews. Findings show a majority of the Deaf families in the study exhibit positive beliefs and perspectives towards using both English and ASL for their children with cochlear implants and set high expectations for their children to become equally fluent in both languages, including English. However, American Sign Language is perceived to be essential for effective communication among families as well as for developing a strong identity as a Deaf person and a foundation for learning English. Parents' beliefs and perspectives towards both languages may stem from their own experiences being Deaf and being bilingual. They value both languages as part of their children's lives for social, academic, and cognitive gains. Most of the families used ASL with their children since birth and continued to use ASL after their children have received cochlear implants. Several families have added the use of spoken language at home to support their children's spoken language development after implantation. Parents expressed some challenges and solutions to maintain bilingualism with their children. Ensuring that their children have sufficient exposure to both languages was the most common challenge expressed by the families. Finding the right educational placement for their child was also difficult for many families. Families sought different ways to support their children's language development through technology, speech therapy services, and interacting with spoken language models. Parents with deaf children who have cochlear implants, regardless if they are hearing or deaf, may benefit from learning about the advantages as well as the challenges of maintaining bilingualism in sign and spoken languages and being part of both the deaf and hearing communities. [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.]
ED552095
Deaf Families with Children Who Have Cochlear Implants: Perspectives and Beliefs on Bilingualism in American Sign Language and English
ProQuest LLC
Ph.D. Dissertation, George Mason University
2012-00-00
978-1-2678-9923-1
259
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551819
2015
As Provided
JAN2020
No
Crisis Management
Colleges
Weather
Natural Disasters
Organizational Change
Case Studies
Organizational Theories
Shaw, Mahauganee Dawn
Dissertations/Theses - Doctoral Dissertations
United States (Gulf Coast States)
English
Higher Education
Postsecondary Education
Despite a growing body of literature on campus crisis management and the breadth of research on organizational change, little is known about organizational changes prompted by campus crisis. The purpose of this study is to examine the changes made to the operational profiles of Gulf Coast institutions during the process of recovering from major hurricanes. Guided by punctuated equilibrium theory, a collective case study design was used to retrospectively follow two institutions' pathways through the crisis management cycle. A rich description of the crisis response and recovery experiences of two hurricane-stricken institutions is provided and analyses of individual cases focuses on: (a) the types of institutional changes made and the rationale for each, (b) the length of time each institution's equilibrium remained punctuated after the major crisis event, and (c) the difference between pre- and post-crisis equilibrium periods. Variations in institutional change are examined through a cross-case synthesis. The presentation of study findings leads to recommendations for managing campus disasters. [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.]
ED552096
Crisis Begets Change: Hurricane Recovery at Gulf Coast Institutions
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8237-0
228
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550851
2015
As Provided
JAN2020
No
Teacher Attendance
Influences
Comparative Analysis
Teacher Characteristics
Teacher Placement
Disadvantaged Schools
Statistical Analysis
Correlation
School Districts
Gender Differences
Age Differences
Educational Attainment
Teaching Experience
Elementary Secondary Education
Shockley, Kristy
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Elementary Secondary Education
Using a causal-comparative research design, this study analyzed and compared absence data of teachers in relation to specific teacher demographics to determine if certain teachers were more susceptible to absenteeism than others. Additionally, school level placement and whether or not a teacher was teaching in a Title I school were analyzed to determine if they made a difference in the number of days teachers were absent. The main dependent variables for the study were the number of days were absent for 2009, 2010, 2011 and a three-year average of 2009, 2010 and 2011. The independent variables were teachers' age, gender, degree level, years of experience, school level placement and the Title I status of the their schools. ANOVAs and bivariate correlations were used to examine teacher absence data for 554 teachers in a Middle Tennessee School District. Statistically significant findings were found based on gender, with female teachers being absent more frequently than their male peers. No statistically significant differences were found in the number of days teachers were absent based on the variables of degree level, Title I school status, school level placement, teachers' age, or years of teaching experience. It is recommended that further research be conducted to examine other factors, such as teaching conditions in schools, to determine if they impact teacher absences. Additionally, it is recommended that qualitative research be conducted to analyze how school district policies and the implementation of those policies, which vary from district to district, impact the number of days teachers are absent. This study revealed a wide range, 0 to 92, in the number of days teachers were absent. It is recommended that administrators find ways to decrease absenteeism in their schools. One recommendation for administrators is to have teachers report directly to their principals when they are going to be absent, rather than calling a messaging system. Another recommendation for practitioners is to offer incentives, both monetary and non-monetary, to teachers who maintain excellent attendance. [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.]
ED552097
Factors Influencing Teacher Absenteeism in a Middle Tennessee School System
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2012-00-00
978-1-2679-1684-6
93
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552863
2015
As Provided
JAN2020
No
Information Science
Library Science
Epistemology
Information Theory
Users (Information)
Social Theories
Methods
Ma, Lai
Dissertations/Theses - Doctoral Dissertations
English
Many concepts of information have been proposed and discussed in library and information science. These concepts of information can be broadly categorized as empirical and situational information. Unlike nomenclatures in many sciences, however, the concept of information in library and information science does not bear a generally accepted definition and does not serve as the basis or assumptions for research studies. Nevertheless, every use of the term "information" and every conceptualization of information are based on certain epistemological assumptions. How do we understand "information" as a foundational concept of information science and what are the consequences? Based on the social ontology suggested in the theory of communicative action, this study shows how the understanding of the term 'information' could be communicatively constructed and how it may become "technicized" due to the systematic collection, storage, and organization of information. Technicized information not only means that the production of information may be subject to control and manipulation, it also entails that users may accept the cultural and social values embedded in information infrastructures without question and criticism. Epistemological and methodological issues are important and crucial because data or information are decontextualized and recontextualized at different levels in information infrastructures and hence should be a primary concern in information, information-related, and data-driven research. [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.]
ED552098
Information in Our World: Conceptions of Information and Problems of Method in Information Science
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-9222-5
120
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551432
2015
As Provided
JAN2020
No
Spanish
English
Native Speakers
Pretests Posttests
Linguistic Input
Translation
Control Groups
Second Language Learning
Form Classes (Languages)
Interpersonal Communication
Language Universals
Grammar
Interlanguage
Language Processing
Sentence Structure
Task Analysis
Statistical Analysis
Bailey, Carolina
Dissertations/Theses - Doctoral Dissertations
English
This study investigated the acquisition of the Spanish clitic se by English native speakers in passive, middle, and impersonal constructions. Little research has been done on this topic in SLA within a UG framework (Bayona, 2005; Bruhn de Garavito, 1999). VanPatten (2004) proposed the Processing Instruction (PI) model arguing for the necessity of manipulating language input to help learners convert it into "intake" (Corder, 1967) facilitating integration of language structures into their interlanguage (IL). Sixty-three participants were randomly assigned to either a PI treatment group or a control group. The PI group received explanations and structured input activities (referential and affective) that focused on processing and interpreting se. To test the effectiveness of PI, both groups completed a pre-test and a post-test consisting of interpretation (subject identification), production (sentence completion and translation), a grammaticality judgment (GJ), and an adverb placement task. Quantitative data analysis showed that, regarding interpretation, PI helped with middle constructions since at post-test learners successfully identified the subject of these sentence types, but it did not help with passives and impersonals. Regarding production, learners correctly used the clitic se in middle and passive but not in impersonal constructions. Results of these tasks and the GJ task revealed a difficulty hierarchy: middle > passive > impersonal. Results of the adverb placement task showed that learners' ILs have characteristics of both English (subject position) and Spanish (analyzing adverbs like adjectives in adjunct position). [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.]
ED552099
English Native Speakers' L2 Acquisition of the Spanish Clitic Se
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Madison
2013-00-00
978-1-2678-8256-1
263
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550864
2015
As Provided
JAN2020
No
Computer Networks
Cooperation
Information Technology
Bandara, H. M. N. Dilum
Dissertations/Theses - Doctoral Dissertations
English
Resource-rich computing devices, decreasing communication costs, and Web 2.0 technologies are fundamentally changing the way distributed applications communicate and collaborate. With these changes, we envision Peer-to-Peer (P2P) systems that will allow for the integration and collaboration of peers with diverse capabilities to a virtual community thereby empowering it to engage in greater tasks beyond what can be accomplished by individual peers, yet are beneficial to all the peers. First, we derived an equation to capture the cost of multi-attribute resource advertising and querying. Design choices are evaluated based on the cost of advertising/querying, load balancing, and routing table size. Compared to uniform queries, real-world queries are relatively easier to resolve using unstructured, superpeer, and single-attribute-dominated-query-based structured P2P solutions. However, they introduce significant load balancing issues to existing designs. Cost of RD in structured P2P systems is effectively O(N) (N is the number of nodes) as most range queries are less specific. Second, a set of mechanisms is presented to generate realistic synthetic traces of multi-attribute resources (with both static and dynamic attributes) and range queries using the statistical behavior learned from real-world datasets. Correlation among static and dynamic attributes is preserved by grouping the time-series segments based on their static attributes. Multi-attribute range queries are generated using a probabilistic finite state machine that preserves the popularity of attributes and correlations among attribute values. A tool is developed to automate the synthetic data generation process. It is independent of the dataset hence data from any other platform may be used as the basis for trace statistics. Third, a resource and query aware P2P-based multi-attribute resource discovery solution is presented that is both efficient and load balanced. The solution consists of five heuristics that can be executed independently and distributedly. By applying these heuristics in the presented order, a resource discovery solution that better responds to real-world resource and query characteristics is developed. Efficacy of the solution is demonstrated using a simulation-based analysis under a variety of single and multi-attribute resource and query distributions derived from real workloads. Fourth, we developed a distributed caching solution that exploits P2P communities to improve the communitywide and system-wide lookup performance. By relaxing the content size constraint (which is acceptable for the purpose of improving lookup performance), and by means of an analysis of globally optimal behavior and structural properties of the overlay, we developed the LKDC algorithm that not only relies on purely local information but also provides close-to-optimal caching performance. The caching solution automatically adapts to changing popularity and user interests. Fifth, we present a proof of concept solution that demonstrates the applicability of NDN for multi-user, multi-application, and multi-sensor DCAS systems such as CASA. In this example, a network of weather radars name data based on their geographic location and weather feature (e.g., reflectivity of clouds or wind velocity) independent of the radar(s) that generated them. This enables end users to specify an area of interest for a particular weather feature while being oblivious to the placement of radars and associated computing facilities. Conversely, the DCAS system can use its knowledge about the underlying system to decide the best radar scanning and data processing strategies. (Abstract shortened by UMI.). [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.]
ED552100
Enhancing Collaborative Peer-to-Peer Systems Using Resource Aggregation and Caching: A Multi-Attribute Resource and Query Aware Approach
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9462-5
304
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551588
2015
As Provided
JAN2020
No
College Housing
Dormitories
Student Personnel Services
Student Personnel Workers
Competence
Personality Theories
Surveys
Burgess, Melissa Renee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to examine the concept of "fit" with housing/residence life professionals at colleges and universities using Werbel and Gilliland's (1999) framework/ model of describing person-environment fit and then determine how/if this fit may be impacted by individual or institutional demographics. This purpose aligned well with the emerging interest in student affairs competencies (ACPA & NASPA, 2010) as well as the literature around person-environment fit as a factor for satisfaction and retention of new professionals. The work of Werbel and colleagues (Werbel & Gilliland, 1999; Werbel & DeMarie, 2005) provided a useful model to use in consideration of questions surrounding the selection practices in student affairs. This model identified person-environment fit as a multi-dimensional construct, including person-job, person-organization, and person-group fits. Despite documentation of unique environments at different types of institutions, in particular those in rural locations, the person-environment fit of new student affairs professionals has gone relatively unstudied. This study helped to examine this area. The sample for this study was full-time residence life professionals in the employer role who had been employed at their institutions for at least one year and participated in some facet of the selection process of new student affairs professionals. A 55-item electronic survey was completed by 213 individuals representing 85 unique institutions. The questions addressed individual and institutional demographics of participants, as well as measures of person-job, person-organization, and person-group fits. The analysis of the results of this study revealed that participants identified three unique dimensions of person-environment fit in the selection of new residence life professionals, and a slightly modified version of Werbel and Gilliland's (1999) model did apply to new residence life professionals. The age and hiring authority of the participants influenced how they rated the importance of each dimension of fit. In addition, the geographic location of the institution influenced the relationship between person-job and person-organization fits and their projected outcomes. These results have implications for student affairs research, graduate education and professional development, and selection and human resource practices. They can help employers and candidates identify the best fit for future new professionals. [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.]
ED552101
The Impact of the External Environment on Person-Environment Fit in the Selection of New Housing Professionals
ProQuest LLC
Ph.D. Dissertation, The University of North Dakota
2012-00-00
978-1-2679-3760-5
193
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553989
2015
As Provided
JAN2020
No
Behavior Problems
Student Behavior
Faculty Development
Statistical Analysis
Training
Teacher Attitudes
Program Effectiveness
Correlation
Classroom Techniques
Educational Quality
Program Implementation
Behavior Change
Discipline Problems
Surveys
Questionnaires
Middle School Teachers
Teacher Competencies
Hunt, Carolyn V.
Dissertations/Theses - Doctoral Dissertations
United States (West)
English
Middle Schools
Secondary Education
Junior High Schools
Documentation of classroom disruptions caused by student behavior has steadily increased over the past 70 years. Researchers have theorized that professional development training for teachers slows the disruptions caused by student behavior, allowing all students to learn; however, there is a paucity of research on whether teachers implement the strategies learned. The purpose of this quantitative study project, based on a constructivist theoretical framework, was to determine which type of training offered by a large school district in a metropolitan city in the western United States was more effective according to teacher perceptions. The research goal was to determine the relationships between type of training in classroom management and number of hours of training, perceived quality of training, perceived levels of implementation of classroom management strategies, perceived classroom behavior changes, and reported levels of behavioral infraction. This survey research design used data from a self-report survey questionnaire given to middle school teachers employed by the aforementioned school district (N = 118). The Pearson chi-square 2-way contingency table analysis determined the association between training and each of the variables. The test showed significance between training and teachers' perceptions of the quality of the training, Pearson X[superscript 2](10, N = 60) = 37.7, p = 0.000. Further analyses showed no significance in the association of training and implementation of strategies, Pearson X[superscript 2](10, N = 29) = 17.8, p = 0.06. The resulting white paper implicates social change by suggesting ways the school district could give teachers support needed after training. These recommendations can be used by teachers to increase their use of classroom management strategies, resulting in an increase in teacher instruction time and student time on task. [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.]
ED552102
Effects of Classroom Management Training on Student Behavior
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-5222-6
177
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554754
2015
As Provided
JAN2020
No
Foreign Countries
Technology Uses in Education
Active Learning
Student Projects
Standards
Constructivism (Learning)
Teachers
Teacher Surveys
Response Rates (Questionnaires)
Statistical Significance
Gender Differences
Elementary Schools
Secondary Schools
Educational Attainment
Teaching Experience
Intellectual Disciplines
Comparative Analysis
Predictor Variables
Middle Schools
Grounded Theory
Access to Computers
Educational Facilities Design
Teacher Education
Curriculum Development
Teaching Methods
Performance Based Assessment
Kamal, Abdulrahman
Dissertations/Theses - Doctoral Dissertations
Saudi Arabia
Saudi Arabia
English
Elementary Education
Secondary Education
Elementary Secondary Education
Middle Schools
Junior High Schools
The purpose of this study was to investigate teacher practices of enabling factors in the implementation of technology-assisted PBL, in Tatweer schools in Jeddah, Saudi Arabia. This study also explored how the International Society for Technology in Education (ISTE) National Education Technology Standards for Teachers (NETS.T) were used in Tatweer classrooms and for what purposes technology was used to support PBL in the Tatweer schools. Using a constructivist framework, a convergent parallel mixed-methods design was used. The survey included closed and open-ended items, which was sent to 1073 male and female Tatweer teachers in 30 schools. Of the 710 responses received, 640 were valid, resulting in a 60% return rate. Factorial MANOVA results indicated that gender and school level were statistically significant at p < 0.05, while other teacher characteristics (degree types, educational degree, years of teaching experience, and content area), including their interaction, were not. ANOVA results indicated that gender effects on PBL practices were statistically significant on both teacher roles (F (1,403) = 17.77, partial eta 2 = 0.042, p < 0.05) and learning environment ( F (1, 403) = 10.83, partial eta2 = 026, p < 0.001). A means comparison indicated that males had better technology-assisted PBL practices on both variables. ANOVA and post hoc test results found that high schools used technology-assisted PBL better than elementary schools, and intermediate schools performed better than elementary schools. No significant difference was found between technology-assisted PBL practices in high schools and intermediate schools within the school system. Descriptive analysis results for research question two indicated that Tatweer school teacher technology uses were aligned with ISTE NETS.T, though there was very little use of technology in PBL. Though 177 units of information were found for the seven open-ended questions, little was related to the research questions, so Grounded Theory was used to find 19 overall themes. Findings indicated several casual conditions for the lack of technology-assisted PBL, including technology access, classroom design, space, and facilities, ministry/district support, and teacher preparation. Action strategies included providing needed technology, offering technology training, providing training in new instructional methods, creating a more flexible curriculum, and adopting advanced teaching methods and authentic assessment. Recommendations for Tatweer schools included a better learning environment, greater professional technology access, and school system support. Recommendations for future studies included conducting a similar study on other schools and a further examination of Grounded Theory findings. [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.]
ED552103
Enabling Factors and Teacher Practices in Using Technology-Assisted Project-Based Learning in Tatweer Schools in Jeddah, Saudi Arabia
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8489-3
311
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551050
2015
As Provided
JAN2020
No
Colleges
Research
International Cooperation
Global Approach
Case Studies
Interviews
Administrators
College Faculty
Administrator Attitudes
Teacher Attitudes
Ao, Fiona Ka Wa
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
In recent decades, higher education institutions have steadily increased their international involvement in response to globalization. High-level research is generally a key component in efforts to increase international visibility (Armstrong, 2007). International research collaborations are perceived to be an important way to enhance global presence. However, little is known about what role such research collaboration plays in enhancing global presence. The goal of this study was to examine international research collaboration at Claremont Graduate University (CGU) and determine the extent to which this collaboration contributes to creating greater global presence in the institution. Utilizing a case study of CGU's School of Community and Global Health (SCGH), this study sought to understand how international research collaboration contributes to the globalization of an institution as a whole.) The methodology included interviews with administrators, SCGH faculty and non-SCGH faculty. Data were analyzed through the lens Etemad's (2004) integrative framework of internationalization. The findings indicated that administrators and faculty perceived international research collaboration to serve as a catalyst in enhancing the global presence of CGU through facilitating academic advances, economic gain and prestige gain. [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.]
ED552104
The Role of International Research Collaboration in Enhancing Global Presence of an Institution
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9254-6
136
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551445
2015
As Provided
JAN2020
No
History Instruction
Teaching Methods
Content Analysis
Novels
Cartoons
English Language Learners
Secondary School Teachers
High School Students
Statistical Analysis
Qualitative Research
Case Studies
Reading Materials
Boerman-Cornell, William
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Recent studies of graphic novels (book-length fiction or non-fiction narratives that employ the conventions of comic books to convey meaning) and multimodality have hinted that graphic novels (GNs) might offer a great deal of meaning-making potential to readers. Some studies have argued that graphic novels could be useful for English Language Learners (ELL) and struggling readers. Other studies have argued the opposite, pointing out that reading words and pictures together may require more effort on the part of the reader than text-only books. Some studies have offered analysis of graphic novels as literature, but there have been no studies that examine graphic novels in terms of what they could offer to a specific content area studied in high school. To determine whether graphic novels might be useful for high school history teachers hoping to address discipline-specific reading techniques, I studied 20 non-fiction historical graphic novels. My initial research question was: What opportunities, if any, do graphic novels afford for high school history teachers to teach contextualization, sourcing, and corroboration. During the analysis of the results, I broke that question into two analysis questions: 1. What does quantitative analysis reveal about opportunities for contextualization, sourcing, and corroboration across the graphic novels in the study? 2. What does the analysis of individual graphic novels across all categories reveal about opportunities for teaching high school history? Quantitative content analysis revealed that the GNs studied provided extensive opportunities for high school history students to engage in contextualization, sourcing, and corroboration, (three areas identified by Wineburg as being important to discipline-specific reading within the history field). Qualitative analysis of several graphic novels as case studies suggests specific multimodal ways in which GNs support contextualization, sourcing, and corroboration. [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.]
ED552105
Learning to See History: A Content Analysis of the Affordances of Graphic Novels for High School Teaching
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9178-5
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551425
2015
As Provided
JAN2020
No
Superintendents
Economic Climate
Case Studies
Budgets
Interviews
Values
Decision Making
Interprofessional Relationship
Trust (Psychology)
Disclosure
Witt, Jeffrey
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
John Smith is the superintendent of Green Hill Public Schools. This case study follows John through the whole budget process from July 2011 to July 2012. An interpretative perspective was used to tell his story. Ten interviews were given from October 2011 to July 2012. Newspaper articles and the minutes from meetings were analyzed and used as discussion items in the interview questions. This study was an analysis of how he made his budget decisions in a time of fiscal constraint and the role values played in the budget decision making. The budget year started out normal with John doing an analysis of the 2011/2012 budget during the month of July. A hurricane hit in August and it delayed the school year. The Governor's budget was released in December and it caused the school division to scramble to figure how to cover the VRS and health insurance increase which amounted to $1.8 million. The budget from the General Assembly was delayed until April it confirmed that the VRS increase was to be implemented. The school division looked to the Board of Supervisors to fund $1.8 million. The Board of Supervisors claimed they did not have the money so a tense negotiation occurred. The school division ended up receiving $1.277 million from the Board of Supervisors. This study looked at the decision making process of the superintendent during a time of fiscal constraint. John had a budget team that he worked with that help him with this decision making. John had to display flexibility throughout the budget as unexpected expenses occurred during the process and deadlines were not followed. Values were used by John during his decision making. The first value was his compliance with the rules. He believed that the Standards of Quality dictated his decision making. The second value was keeping the quality of education high. John valued protecting the quality of education for the students. The third value was relationships and trust. This budget process was tense and many relationships were damaged during the process. The final value was transparency. John believed in a budget process that was open so the public could see what was going on. [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.]
ED552106
The Considerations of the Superintendent in the Development of the School Budget during Times of Fiscal Constraint: A Case Study
ProQuest LLC
Ed.D. Dissertation, Virginia Commonwealth University
2012-00-00
978-1-2678-8267-7
158
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550871
2015
As Provided
JAN2020
No
Resource Allocation
Academic Achievement
Case Studies
Rural Education
Elementary School Students
Instructional Design
Educational Improvement
Principals
Leadership
Data
Intervention
At Risk Students
Professional Development
Disadvantaged Youth
Minority Group Students
Educational Quality
Alignment (Education)
Models
Acopan-Tuasivi, C. K.
Dissertations/Theses - Doctoral Dissertations
Hawaii
Hawaii
English
Elementary Education
This study presents case studies of rural elementary schools in Hawaii that examine resource allocation strategies that promote student achievement. The combined frame work of the Evidence Based Model (Odden & Picus, 2008) and the 10 Strategies for Doubling Student Performance (Odden, 2009) were utilized to compare actual school resources and student achievement data to determine educational adequacy. The study investigates the instructional vision and improvement strategies of rural elementary schools, how they are using resources to implement effective strategies, the effects of recent budget adjustments and the resource allocation patterns that align with or are different from the comparison framework. Common strategies used by all three schools include principal leadership, using data to inform instruction, providing multiple interventions for struggling students, and collaboration and professional development. The schools in this study use multiple strategies to impact education for the highly disadvantaged and minority student populations that they serve. The data shows that these schools possess the adequate funds and potential to increase student achievement beyond what they are generating, however the consistency and quality of resources are questionable. The more aligned individual schools were with the comparison framework, the more consistent their growth was over time. Recommendations include expanding this study with a future gap analysis, escalation of leadership and teaching fidelity for rigorous alignment of resources to goals, and prioritizing the reallocation of resources to align with educational commitments to ensure academic success for all students. The Evidence Based Model and Ten Strategies could serve as a catalyst for schools to figure out adequate levels of resources needed to significantly increase student achievement. [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.]
ED552107
An Examination of Resource Allocation Strategies That Promote Student Achievement: Case Studies of Rural Elementary Schools in Hawaii
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9243-0
236
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551435
2015
As Provided
JAN2020
No
Questioning Techniques
Age Differences
Prior Learning
History Instruction
Science Instruction
Classification
Inquiry
Reading Materials
Influences
Portnoy, Lindsay Blau
Dissertations/Theses - Doctoral Dissertations
English
During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains. [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.]
ED552108
What's in a Domain: Understanding How Students Approach Questioning in History and Science
ProQuest LLC
Ph.D. Dissertation, Fordham University
2013-00-00
978-1-2679-0277-1
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552059
2015
As Provided
JAN2020
No
Police Education
Testing
Promotion (Occupational)
Police
Training
Professional Development
Barriers
Participation
Computer Mediated Communication
Communities of Practice
Law Enforcement
Surveys
Questionnaires
Technology Uses in Education
Study Habits
Scores
Tests
Comparative Analysis
Program Effectiveness
Individual Characteristics
Cooperative Learning
Kirkpatrick, Bonnie L.
Dissertations/Theses - Doctoral Dissertations
Delaware
Delaware
English
Quality policing requires selecting and retaining the best and the brightest officers and supporting their advancement into the leadership ranks of police organizations. This study investigates two aspects of police promotional testing: identifying and understanding the barriers to participation in the promotional process and the use of online study groups as a mechanism for supporting law enforcement officers in the promotional process from corporal to sergeant. Moreover, the study examines whether there will be a significant difference in exam scores after the intervention of an online study group. The study participants were the 393 Delaware State Police corporals who were eligible to participate in the promotional test to rank of sergeant. Data was obtained by the use of several instruments. A survey questionnaire was distributed to the eligible troopers who did not participate in the process. This survey was used to determine the barriers that prevented the troopers from participating in the process. A second survey questionnaire was distributed to the 95 troopers who took the written exam. This survey asked the respondents to identify whether or not they were a member of the virtual study group, hours of study time, importance of anonymity in the study group, study strategies utilized, and level of experience in taking the written exam. The information was analyzed and a comparison of study strategies, hours of study, and level of experience were made between those who participated in the virtual study group and those who chose not to participate in the virtual study group. Moreover, comparisons were made between the test scores of virtual study group participants and non-participants. A further breakdown by demographics was also completed. While the results of the study are not considered statistically significant, the results are meaningful and encouraging with virtual study group participants out performing non-virtual study group participants. This research study offers a new approach to promotional test preparation and highlights how innovative and creative collaborative partnerships can impact institutional practices. [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.]
ED552109
Using Online Study Groups to Prepare Police Promotional Candidates
ProQuest LLC
Ed.D. Dissertation, Wilmington University, Delaware
2013-00-00
978-1-2678-8491-6
159
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551052
2015
As Provided
JAN2020
No
Administrators
Computer Attitudes
Correlation
Measures (Individuals)
Computer Software
Computer Oriented Programs
Gender Differences
Age Differences
Innovation
Moore, Pamela Richardson
Dissertations/Theses - Doctoral Dissertations
English
An understanding of school administrators' personal innovativeness relative to technology acceptance is essential to the implementation of technology programs. School administrators serve as visionary instructional leaders whose beliefs about technology impact technology integration at their schools. The purpose of the "ex post facto" correlation study was to explore the relationship between personal innovativeness and the constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT). The constructs of the UTAUT theory and personal innovativeness established the theoretical framework of the study. An instrument that combined the two theories was administered to a convenience sample of 30 school administrators. The primary statistical tool used in the study was the Pearson correlation. Supplementary data logs of the number of participant logins and the duration of time spent using a software application for classroom observations were examined. Personal innovativeness was found to be significantly related to the constructs of performance expectancy, effort expectancy, and facilitating conditions of the UTAUT theory. The construct of social influences in the UTAUT theory was found to be related to personal innovativeness. The moderator of gender was not found to be a significant contributor to personal innovativeness. The moderator of age was found to have an inverse relationship with personal innovativeness. The findings of the study are consistent with the recent literature in technology acceptance and personal innovativeness. [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.]
ED552110
Exploring Relationships between Personal Innovativeness and Acceptance of Technology of School Administrators
ProQuest LLC
Ed.D. Dissertation, University of West Florida
2012-00-00
978-1-2678-8500-5
89
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551057
2015
As Provided
JAN2020
No
Best Practices
Reading Instruction
Reading Programs
Reading Difficulties
Early Intervention
Elementary School Students
Mixed Methods Research
Report Cards
Teacher Surveys
Reading Teachers
Elementary School Teachers
Observation
Program Implementation
Phonics
Phonemic Awareness
Vocabulary
Reading Comprehension
Reading Fluency
Teacher Attitudes
Program Effectiveness
Correlation
Reading Achievement
Niedringhaus, Bridgett
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 2
Grade 3
The purpose of this study was to investigate the impact of a reading intervention program used with second and third grade students identified as not meeting grade level expectancy. Studies have indicated students who are not reading at grade level by the end of the third grade have an increasingly difficult time achieving at the rate of their same-age peers. In this mixed-methods case study, the researcher analyzed end of the year report card data for 30 students who received reading intervention using the Rigby Intervention By Design Program, conducted a Content Knowledge Survey with teachers, and performed Literacy Walkthroughs to determine level of program implementation. The Rigby Intervention By Design program is a component of a core-reading program designed to provide teachers the tools for intervening with below-level readers focused on the five pillars of reading instruction: phonics, phonemic awareness, vocabulary, comprehension, and fluency. The research questions in this study included 1) In what ways will teachers' beliefs and perceptions about the Rigby Intervention By Design Program affect the achievement of students who are reading below grade level or students struggling with specific reading skills by the end of the academic year, and 2) In what ways will the implementation of the Rigby Intervention By Design program affect achievement of students who are reading below grade level or students struggling with specific reading skills by the end of the academic year? Findings from the achievement data of the 30 students receiving the intervention program did not show a statistical difference in the number of students increasing or maintaining reading ability before and after the intervention. Furthermore, teachers participating in the Content Knowledge Survey expressed inconsistent feelings about the effectiveness of the Rigby Intervention By Design program and the impact on reading instruction. However, literacy walkthrough data demonstrated most teachers to demonstrate high levels of program implementation. As a result of the findings, educators may be better prepared to help students with reading difficulties through an understanding of the assistance that these children and their teachers need. [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.]
ED552111
Best Practice in Early Reading Intervention: Implementing a Reading Intervention Program to Reach below Level Readers
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2012-00-00
978-1-2678-8268-4
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550872
2015
As Provided
JAN2020
No
Higher Education
Academic Advising
Measures (Individuals)
Outcomes of Education
Student Improvement
Surveys
Degree Requirements
Evaluation
Powers, Keith L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve the following three steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how assessment is conducted), and the use of sound professional judgment to understand the information gathered and to make changes to improve student learning (i.e., how assessment results are used). However, the assessment of academic advising is often minimal, narrow, and inconsistent. Further, when assessment of academic advising is conducted, it is most commonly a survey of student satisfaction of their advising experience (Carlstrom, 2012; Habley, 2004; Macaruso, 2007; Robbins, 2009). The purpose of this study was to learn about the assessment practices in the profession by surveying those who conducted or were responsible for assessment of academic advising. The study found that 80% of participants had identified academic advising student learning outcomes in their situation. The most frequently reported outcome was that students would know degree requirements. A little over half of the participants who identified student learning outcomes assessed the achievement of those outcomes and student surveys were the most frequently reported measure used. Seven percent of participants reported to use three or more measures to assess student learning outcomes. Multiple measures are needed in assessing outcomes to gather comprehensive evidence of outcomes achievement. Sixty percent of participants reported they used assessment information to make decisions regarding improvement of services and student learning. The most frequently reported use of information was making revisions to the advising process/delivery outcomes. The results of the survey indicated that participants viewed advisors' belief in assessment as important to facilitating assessment of academic advising. They also viewed administrators' use of information in making decisions and changes to improve advising practices and increase student learning as important. [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.]
ED552112
Academic Advising Assessment Practices: A Descriptive Study
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8514-2
137
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551067
2015
As Provided
JAN2020
No
Community Colleges
Urban Universities
Disproportionate Representation
Action Research
Equal Education
Program Effectiveness
Urban Education
Aguirre, Tomas A.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This study examines the experiences of a number of participants from urban community colleges with high percentages of students from underrepresented populations in Central California. The participants were involved in action research with the Center for Urban Education (CUE) at the University of Southern California. The purpose of the study is to explore whether action inquiry used by CUE brings about, or shows the potential to bring about, organizational learning and change, improvements in institutional effectiveness, and greater racial-ethnic equity in student outcomes. Over the course of eleven months between March, 2011 and April, 2012, developmental evaluation was used to investigate the impact of action research at Amarillo Community College and Las Flores College. [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.]
ED552113
Evaluating the Impact of CUE's Equity Scorecard Tools on Practitioner Beliefs and Practices
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9246-1
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551437
2015
As Provided
JAN2020
No
College Entrance Examinations
Scores
Change
High School Students
Models
Statistical Analysis
Longitudinal Studies
Goodness of Fit
Predictor Variables
Sex
Ethnicity
Writing Ability
Himelfarb, Igor
Dissertations/Theses - Doctoral Dissertations
Preliminary Scholastic Aptitude Test
Preliminary Scholastic Aptitude Test
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a test jointly administrated by the College Board and National Merit Scholarship Corporation, which is used to prepare high school students for the SAT, and as initial screening for numerous scholarships (Marini, Mattern, & Shaw, 2011). Previous research has acknowledged that the PSAT/NMSQT measures student's critical reading skills, quantitative reasoning, and writing skills related to academic success in college (Camara, 1998). Therefore, there is a substantial number of students who choose to retake the test in the subsequent year. The purpose of this study was to provide information about how test scores change in each component of the test (i.e. the PSAT-CR the PSAT-M, and the PSAT-W) when students retake the PSAT as well as to explore what factor influence the change in the test scores. Two cohorts of data were provided by the College Board--students who graduated from high school in 2008, and in 2009. For these students, up to four testing occasions were available in the data along with numerous demographic and educational variables. Latent growth modeling (LGM) was employed to examine the trends in the individual trajectories of the PSAT-CR, the PSAT-M, and the PSAT-W. A series of unconditional models, models conditional on policy covariates, and models conditional on policy and educational covariates were fit to the data. Models assuming linear growth fit well in the PSAT-CR and the PSAT-M components of the test. The fit was less adequate for the PSAT-W. Gender and ethnicity emerged as significant predictors of the score obtained in the freshman year as well as the rate of change. The strongest educational predictor was writing ability. Results obtained from this longitudinal research are theoretically and practically informative for understanding the magnitudes of score change in the PSAT and the processes that are behind this change. Information on score change when the test is taken repeatedly may help students, teachers, test developers and test administrators to make better-informed decisions about testing students. Moreover, this information may also help parents and counselors who advise students on how to prepare for the test and whether to retake it. [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.]
ED552114
Modeling the Change in PSAT Scores: A Growth Modeling Approach
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2012-00-00
978-1-2679-3402-4
177
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553747
2015
As Provided
JAN2020
No
Diseases
Immunization Programs
Hospitals
Patients
Chronic Illness
Guidelines
Compliance (Psychology)
Adults
Statistical Analysis
Comparative Analysis
Regression (Statistics)
Age Differences
Gender Differences
Race
Predictor Variables
Minority Groups
Information Systems
Health Services
Risk
Mathew, Rekha
Dissertations/Theses - Doctoral Dissertations
English
Background: Pneumococcal vaccination (PV) is important as Streptococcus pneumoniae accounts for one third of all hospitalizations for community-acquired pneumonia. In 2009, 1.1 million people in the U.S. were hospitalized with pneumonia and more than 50,000 people died from the disease. The Centers for Disease Control and Prevention recommend that PV be administered to all patients 65 years or older as well as to younger patients with chronic diseases. Many hospitals are struggling to achieve the National Healthy People 2010 target of a 90% vaccination rate. Computerized provider order entry with use of order sets can help to achieve compliance with vaccine guidelines. In an acute teaching hospital, in an effort to improve PV rates, Pneumococcal Vaccine and Screening Orders (PVSO) were incorporated into the Admission Order Set (AOS) on September 15th, 2008. Before this time period, PVSO was part of the Discharge Order Set (DOS). Purpose: The major goal of this study was to compare the impact of the use of PVSO on pneumococcal vaccination when used at the time of admission and when used at the time of discharge for adult patients in an acute inpatient setting. The secondary goal was to examine factors associated with vaccination with both types of order sets. Methods: A retrospective pre and post design was used for this study. Patients who were discharged from 7 medical inpatient units during the months of March 2008 and March 2009 were included. The sample included 420 DOS cases and 420 AOS cases. Data were analyzed using descriptive statistics to describe the sample's vaccination status using PVSO at admission and at discharge. Chi-square tests were conducted to compare the effect of the use of PVSO between AOS and DOS on PV. Logistic regression was used to examine the influence of patient demographic variables, discharging unit, primary diagnosis, and type of order set on PV administration status. The influence of age group, sex, race, length of stay, and order set type on PV status was also evaluated using generalized estimating equations to adjust for dependency within units. Results: The findings from this study suggest that there is no difference in rate of vaccine administration between vaccines ordered at the time of admission or at the time of discharge. Age and race were significant predictors of vaccine administration. Patients who were 65 or older were more likely to receive vaccination than younger patients. Minorities were more likely to get vaccinated than Caucasians. Rates of PV differed in the different units. Conclusion: Recent advancement in health information systems can have positive impact on clinical practice. When those technologies are implemented, their outcomes must be assessed. This study examined the impact of changes in PV ordering practice assisted by order sets. Findings showed no significant difference in PV according to time of ordering the vaccine. PV rates, however, were influenced by patients' age and race. Younger adults seem to be less likely to be vaccinated than older adults. Providers may need education to identify risk factors in younger adults and training to use appropriate order sets. Vaccine compliance rate was not evaluated as the exact number of eligible patients could not be determined for DOS. Findings suggest that a combination of technology and human factors are needed to successfully implement vaccine guidelines. [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.]
ED552115
The Impact of Order Set Use on Pneumococcal Vaccination at the Time of Admission and at the Time of Discharge for Adult Patients in an Acute Inpatient Setting
ProQuest LLC
Ph.D. Dissertation, University of Maryland, Baltimore
2012-00-00
978-1-2678-8286-8
153
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550886
2015
As Provided
JAN2020
No
Visual Aids
Methods
Comparative Analysis
Matrices
Marin Quintero, Maider J.
Dissertations/Theses - Doctoral Dissertations
English
The structure tensor for vector valued images is most often defined as the average of the scalar structure tensors in each band. The problem with this definition is the assumption that all bands provide the same amount of edge information giving them the same weights. As a result non-edge pixels can be reinforced and edges can be weakened resulting in a poor performance by processes that depend on the structure tensor. Iterative processes, in particular, are vulnerable to this phenomenon. In this work, a structure tensor for Hyperspectral Images (HSI) is proposed. The initial matrix field is calculated using a weighted smoothed gradient. The weights are based on the Heat Operator. This definition is motivated by the fact that in HSI, neighboring spectral bands are highly correlated, as are the bands of its gradient. To use the heat operator, the smoothed gradient is modeled as the initial heat distribution on a compact manifold M. A Tensor Anisotropic Nonlinear Diffusion (TAND) method using the spectrally weighted structure tensor is proposed to do two kind of processing: Image regularization known as Edge Enhancing Diffusion (EED) and structure enhancement known as Coherence Enhancing Diffusion (CED). Diffusion tensor and a stopping criteria were also developed in this work. Comparisons between methods show that the structure tensor with weights based on the heat operator better discriminates edges that need to be persistent during the iterative process with EED and produces more complete edges with CED. Remotely sensed and biological HSI are used in the experiments. [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.]
ED552116
An Adaptive Spectrally Weighted Structure Tensor Applied to Tensor Anisotropic Nonlinear Diffusion for Hyperspectral Images
ProQuest LLC
Ph.D. Dissertation, University of Puerto Rico, Mayaguez (Puerto Rico)
2013-00-00
978-1-2679-4114-5
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554180
2015
As Provided
JAN2020
No
College Graduates
Career Readiness
Online Surveys
Student Surveys
Job Skills
Self Esteem
Statistical Analysis
College Seniors
Scott-Cheatham, Lawita Germaine
Dissertations/Theses - Doctoral Dissertations
Delaware
Delaware
English
Higher Education
Postsecondary Education
This study was designed to explore the perceived readiness of the graduating seniors at Delaware State University to transition from the classroom into the workforce. Delaware State University's undergraduate graduating class of 2012, 547 undergraduate seniors, were invited to participate in an online survey comprised of 23 items--derived from the concepts of Emotional Intelligence--(two parts: A and B, of which contained the same identical 23 items each) asking the participants to 1) rank specific professional skill sets based on what they believe to be important to their future employers (expectations) and 2) whether they are confident (satisfied) that they have learned the professional skill sets while matriculating at Delaware State University. The participants' responses were quantitatively analyzed by identifying reoccurring themes and issues via the data. The implications of the research for future findings and assessment on the impact of the professional development programming and activities provided on campus for students are explored. [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.]
ED552117
The Perceived Readiness of the Graduates of Delaware State University to Transition into the Workforce
ProQuest LLC
Ed.D. Dissertation, Wilmington University, Delaware
2013-00-00
978-1-2678-8522-7
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551073
2015
As Provided
JAN2020
No
Racial Identification
Trust (Psychology)
Teacher Student Relationship
Academic Persistence
African American Students
Community Colleges
College Students
Regression (Statistics)
Ethnicity
Interaction
Hispanic American Students
Alford, Hannah
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would otherwise not have access to postsecondary education (American Association of Community Colleges, 2011; Cohen & Brawer, 2008). However, national data reveal that community college students persist and graduate at low rates (Pascarella & Terenzini, 2005). Fortunately, decades of research have documented the positive impact of one intervention, student-faculty interaction, on educational outcomes for four-year students (Endo & Harpel, 1982; Kuh & Hu, 2001; Lamport, 1993; Lundberg & Schreiner, 2004; Pascarella, 1980; Pascarella & Terenzini, 2005). The current quantitative study examined the relationship between frequency of student-faculty interaction, student ethnicity/race, and persistence for a community college population. In addition, the study investigated the role of racial identity and cultural mistrust in the relationship between student-faculty interaction and persistence for African American students. The results of a hierarchical logistic regression found that frequency of student-faculty interaction positively predicts fall-to-spring persistence among first-time freshmen students ("n" = 371). The study found that, even while controlling for students' pre-college characteristics, increasing one point on the student-faculty interaction scale increased odds of persisting by over 9%. An ANOVA analysis revealed that frequency of student-faculty contact differed significantly by student ethnicity/race, "F" (4, 398) = 3.196, "p" = 0.013. Specifically, African American ( "n" = 40, "M" = 8.05, "SD" = 5.09) and Hispanic ("n" = 140, "M" = 7.41, "SD" = 5.14) students reported having more contact with faculty outside of the classroom when compared with Multi-ethnic ("n" = 40, "M" = 5.73, "SD" = 3.78) and White ("n" = 114, "M" = 5.84, "SD" = 4.32) students, "p" < 0.05. The regression model used to test the role of racial identity and cultural mistrust in the link between student-faculty interaction and persistence for African American students revealed insignificant results. The small sample size ("n" = 38) and low variability in the outcome variable for African American students may have created problems for the models. The limitations of the study and the implications of the study findings are discussed. [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.]
ED552118
The Moderating Effects of Racial Identity and Cultural Mistrust on the Relationship between Student-Faculty Interaction and Persistence for Black Community College Students
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9248-5
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551439
2015
As Provided
JAN2020
No
Language Processing
Second Language Learning
Native Language
Sentences
Syntax
Grammar
Form Classes (Languages)
Asians
Chinese
Language Proficiency
Linguistic Theory
English (Second Language)
Wang, Yi-Ting
Dissertations/Theses - Doctoral Dissertations
English
Since the seminal work of Alan Juffs, second language (L2) sentence processing has become a central research topic in the field of L2 acquisition. Beyond a general hunger for new data offered by new experimental techniques and designs, intellectual concerns with system-wide understanding of first-language (L1)-L2 differences extended to the processing system, have brought about this development in the field. Thus, one body of research characterizes L2 sentence processing in a general modular processing system, with L1-L2 differences arising from processing speed, affected by differences in grammar, prosody, and lexis, with fixed limited resources. Others, in contrast, claim that while L1 sentence processing heavily relies on the computation of a detailed syntactic analysis of the input in real time, L2 sentence processing relies instead on thematic, lexical, and contextual information, as learners generally fail to compute syntactic representations that are as detailed as native speakers'. The present study examines the degree to which L2 sentence processing--like L1 sentence processing-includes syntactic computations in real time. It focuses on the processing of (apparent) long-distance anaphoric dependencies with reflexive pronouns like "himself" versus pronouns "him" by Chinese learners of English with intermediate proficiency. Anaphora resolution of this type in native English requires a series of local syntactic computations, providing a particular useful test of the nature of L2 sentence processing. This is because it appears that processing of such dependencies in native grammar complies with certain syntactic constraints, namely Principle A and Principle B of the Binding Theory. This study consists of three reading time experiments using Linger (Doug Rohde, MIT). If syntactic computations mediate the resolution of anaphors and pronouns in L2 sentence processing, reading times (RTs) should reveal specific contours, with specific local binding theoretic computations. These computations should occur independently of learner's knowledge of context, as this has been found in English native speakers. RT data collected from native speakers and intermediate Chinese-speaking learners of English reveals crucial effects, pointing to a structurally driven processing mechanism. [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.]
ED552119
Deep Processing of Long-Distance Dependencies in L2 English: The Case of Anaphora
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8302-5
307
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2015
As Provided
JAN2020
No
Dravidian Languages
Form Classes (Languages)
Numbers
Language Research
Anderson, Janet Katherine
Dissertations/Theses - Doctoral Dissertations
English
Reduplication of numerals and pronouns in Kannada is shown to be subject to locality conditions similar to those constraining binding. This dissertation explores an account of distributivity which exploits the similarity to binding, arguing that the source of the distributive reading in Numeral Reduplication is a bound element. [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.]
ED552120
Reduplication and Distributivity in Kannada
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9252-2
137
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2015
As Provided
JAN2020
No
Student Personnel Workers
Whites
Racial Attitudes
Cultural Awareness
Racial Identification
Competence
Diversity (Institutional)
Semi Structured Interviews
Higher Education
Ashe, Susan Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study explored the effect race has on the daily work of white student affairs professionals, how invested participants feel in being multiculturally competent, and their awareness of racial identity, racial attitudes, and racial privilege. Semi-structured interviews were used to gather responses from 12 white, student affairs, mid-level managers who work at predominantly white institutions of higher education. Literature in the areas of whiteness, white privilege, color-blind racial attitudes, white racial identity development, and multicultural competencies provided context and a framework for the findings wrought through narrative analysis of the interviews. Professional associations have set the expectation that those in the field of student affairs must value diversity and be multiculturally competent. This study reveals levels of awareness and preparedness some student affairs educators possess to implement this value of supporting diversity in higher education. Findings suggest white student affairs professionals are not static individuals, but have varied experiences that affect their daily job, their racial awareness, and their investment in being multiculturally competent. The racial awareness of study participants fell along a spectrum that was primarily influenced by their formal education and personal racial experiences. Additionally, while most participants were invested in being multiculturally competent, many lacked the confidence, skills, or support to act on their interest in improving diversity efforts on their campus. [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.]
ED552121
Whiteness: A Narrative Analysis on Student Affairs Professionals, Race, Identity, and Multicultural Competency
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9256-0
208
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551446
2015
As Provided
JAN2020
No
Superintendents
Instructional Leadership
Females
Women Administrators
Case Studies
Administrator Attitudes
School Districts
Academic Achievement
Achievement Gains
Tenure
Interviews
Newsletters
Leadership Qualities
Educational Change
Interpersonal Communication
Goal Orientation
Interpersonal Relationship
Capacity Building
Incentives
Resources
Educational Planning
Social Justice
Biographies
Stroh, Jeanne L.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Urban school leaders, particularly superintendents are on the frontlines for raising student achievement at all levels. The work of urban superintendents is intensive given the challenges they encounter. Research has indicated that school leaders who possess and enact skills and knowledge that support change leadership. The question, then, is this: what patterns and themes exist in the use of those attributes by female urban superintendents, to support systemic changes in their school districts. This researcher chose to look at these attributes through the lens of female urban superintendents who were members of the Council of Great City Schools, who had at least three years tenure in the district, and who had realized increased student achievement during their tenure. This study identified and described through case studies the attributes that emerged from the data. Each of the five participants were interviewed twice with questions based on the leadership attributes Reeves (2007) described, the change attributes Fullan (2009) and Knoster, Villa and Thousand (2000) identified, and the superintendent challenges described by the Texas Education Agency (2007). In addition to the interviews, biographies and vitas were collected. Other artifacts such as news articles, television interviews, district newsletters, and district websites were also reviewed. The study revealed that there were patterns and themes that emerged based on the leadership and change attributes, and the challenges urban female superintendents encountered. The leadership attributes defined by Reeves (2007) were: communication, vision, relationships, building capacity in others, access the expertise of others, and decision making. The change attributes defined by Fullan (2009) and Knoster, Villa and Thousand (2000) were: vision, skills, incentives, resources, and action plan. The implications of this study revealed that below the surface of these important attributes and challenges lay social justice issues that may first need to be addressed. [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.]
ED552122
A Multi-Case Study of Five Female Urban Superintendents: Perceptions of Leadership, Change, and Challenges
ProQuest LLC
Ed.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8527-2
174
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2015
As Provided
JAN2020
No
Superintendents
Sustainability
Educational Change
Academic Achievement
Achievement Gains
Tenure
Public Schools
School Districts
Comparative Analysis
Administrator Attitudes
Mixed Methods Research
Online Surveys
Interviews
Bagley, Rick Edward
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Secondary Education
The purpose of this research was threefold. First, the study explored the possible relationship between the tenure of public school district superintendents and the sustainability of their reform efforts to improve student achievement. Second, the study compared superintendents' perceptions of factors supporting or impeding sustainability of their reforms to elements identified in research. Third, the study sought to determine the extent, if any, to which superintendents considered sustainability when initiating reforms. A mixed-methods design was employed to combine theoretical and technical components of qualitative and quantitative analysis. Quantitative data from 51 southern California superintendents were collected via an online survey. Four southern California superintendents and 1 northern California superintendent were interviewed to obtain qualitative data. Analysis of the data indicated that, while the superintendents perceived a strong correlation between their tenure and reform sustainability, they noted that this correlation diminishes over time as reforms gain traction through broader support and acceptance. With regard to current reforms within their school districts, the superintendents recognized some but not all of the eight research-based elements deemed necessary for long-term sustainability. Finally, the data indicated that the superintendents considered sustainability when initiating reforms and were highly optimistic about their reforms lasting the test of time despite research and experience that might indicate otherwise. Implications for practice included efforts to minimize position turnover through differentiated strategies for recruitment and selection of superintendents, targeted professional development around the nature of reform sustainability, and possible linkages among lifespan development, reform initiation and durability over time. [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.]
ED552123
The Sustainability of Superintendent-Led Reforms to Improve Student Achievement
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9260-7
118
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N/A
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2015
As Provided
JAN2020
No
Correlation
Computer Assisted Instruction
Language Proficiency
Middle School Students
Language Tests
Teaching Methods
English (Second Language)
Second Language Learning
Second Language Instruction
Comparative Analysis
Student Needs
Achievement Gains
Umstead, Lyubov
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The number of English Language Learners (ELLs) is rapidly growing. Teachers continue facing challenges in providing effective content instruction to ELLs while helping them learn English. New and improved approaches are necessary to meet the individual learning needs of this diverse group of students and help them progress academically while learning the new language. The purpose of this study was to examine the relationship between the language proficiency growth of ELLs and the innovative computer-based strategy that drew on research findings in second language acquisition and computer-assisted language learning. This was a non-experimental correlation-relationship research study. Descriptive statistics were used to compare the dependent and independent variables and measure the strength of the relationships among language proficiency gains of 86 middle school ELL students and the amount of time, the number of practices, and the number of lessons completed by those students while using the strategy. The results of the study indicated a positive correlation and rejected the null hypotheses which stated that there was no relationship between the use of the new strategy and the language proficiency gains. Implications for further research were discussed. [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.]
ED552124
The Relationship between Computer-Assisted Language Learning and Student Achievement on Language Tests
ProQuest LLC
Ed.D. Dissertation, Wilmington University, Delaware
2013-00-00
978-1-2678-8531-9
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551080
2015
As Provided
JAN2020
No
Correlation
Self Efficacy
Science Instruction
Pedagogical Content Knowledge
Surveys
Teacher Attitudes
Elementary School Teachers
Measures (Individuals)
Textbooks
School Districts
Faculty Development
Wimsatt, Mary Jo
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Education
Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge. [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.]
ED552125
Examining the Relationship between Elementary Teachers' Science Self-Efficacy and Science Content Knowledge
ProQuest LLC
Ed.D. Dissertation, University of West Florida
2012-00-00
978-1-2678-8534-0
86
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2015
As Provided
JAN2020
No
Student Personnel Services
Masters Programs
Curriculum
Case Studies
Focus Groups
Graduate Students
Course Content
Assignments
Cooperative Learning
Independent Study
College Faculty
Role Models
Information Dissemination
Content Analysis
Ribera, Tony
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Student affairs professionals have been called to apply pedagogical methods to promote student learning in the out-of-class setting and show evidence of their contributions to student learning. To fulfill their professional responsibilities, practitioners should enter the student affairs profession with a basic understanding of ways to gather, analyze, interpret, and disseminate evidence of teaching and learning. Although the student affairs profession has evolved over the years to better incorporate these practices, scholars argue that practitioners may still lack the knowledge and skills necessary to answer questions about teaching and learning. This dissertation examined how the formal curriculum in three student affairs master's programs prepared future practitioners to gather, analyze, interpret, and disseminate evidence of teaching and learning. I conducted document analyses, focus groups with second-year master's students, and one-on-one open-ended interviews with graduate faculty at these programs. I interviewed a total of seven faculty members that included full-time tenure-track faculty and full-time student affairs professionals with faculty appointments. At each site, a focus group of three to six second-year master's students was conducted as well, resulting in a sample of 14 total master's students. Finally, I reviewed over 100 pages of private and public documents as well as several institutional web pages detailing the goals and structure of each program. Master's student preparation in gathering, analyzing, interpreting, and disseminating evidence of teaching and learning varied across the sites; however, common themes were identified regarding course content, assignments, and faculty modeling. Each program had: (a) student ownership over their professional preparation; (b) independent and collaborative learning experiences; (c) opportunities to explore and contribute to student affairs effectiveness; (d) opportunities to disseminate findings; and (e) a glaring shortcoming in faculty modeling. Recommendations are made for graduate faculty and program coordinators as well as assistantship and internship supervisors and mid-and senior-level student affairs professionals. Scholars are encouraged to conduct further research on master's and doctoral preparation in the scholarship of teaching and learning, looking specifically at components of the curriculum and assistantship and internship experiences. [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.]
ED552126
Preparing Future Practitioners to Engage in the Scholarship of Teaching and Learning: A Collective Case Study Approach to Understanding the Formal Student Affairs Master's Curriculum
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2678-8304-9
197
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2015
As Provided
JAN2020
No
Problem Solving
Simulation
Marketing
Models
Organizational Theories
Organizational Climate
Information Technology
Computer System Design
Clark, Joseph Warren
Dissertations/Theses - Doctoral Dissertations
English
In turbulent business environments, change is rapid, continuous, and unpredictable. Turbulence undermines those adaptive problem solving methods that generate solutions by extrapolating from what worked (or did not work) in the past. To cope with this challenge, organizations utilize trial-based problem solving (TBPS) approaches in which they continually probe their environments or problem spaces and rapidly update their solutions in response to detected changes. Trial-based problem solving, in practice, takes advantage of new digital methods to rapidly and iteratively develop and conduct trials that take advantage of existing business intelligence (BI) infrastructures for data capture and analysis. Due to the level of practitioner interest in trial-based problem solving, and the important role of information systems in TBPS, there is a need for a new theory that identifies and explains the mechanisms linking digitally-enabled TBPS to problem solving performance in turbulent environments. The emerging use of digitally-enabled trial-based problem solving is brought to the forefront in the direct-response marketing sector, traditionally characterized by the use of low-cost market trials to probe customer responses to different permutations of advertisements. Leading firms in this sector are now using business intelligence technologies to transform direct-response marketing from an entrepreneurial trial-and-error method into a professional, digital model of TBPS that may offer lessons for other situations in which organizations face turbulent environments. Furthermore, the case of direct-response marketing surfaces important theoretical issues that have not been adequately resolved in the existing literature on problemistic search in changing environments: the manner in which trials as combinations of solution elements explain the costs and benefits of TBPS; the hierarchy of inferences a problem solver must make in TBPS; the perishability of trial-based data in turbulence; and the role of business intelligence in the TBPS feedback loop. It is a fitting context, therefore, in which to develop a preliminary model of trial-based problem solving as a stepping stone to a more comprehensive theory. In this dissertation, I employ simulation methods to develop a preliminary theory of digitally-enabled trial-based problem solving in turbulent environments, using the case of direct-response marketing, and following the methodological roadmap of Davis, Eisenhardt, and Bingham (2007). I integrate a number of simple theory building blocks into a logically precise simulation model of a digital TBPS process, including: exploration and exploitation, search scope and depth, interdependency between inferences about advertising elements and product potential, and new concepts regarding digital differences in TBPS. After verifying the simulation model's consistency with the theory, I elicit through analysis and virtual experimentation a number of new theoretical propositions about TBPS that follow from the theoretical model. The model and new propositions together constitute a preliminary theory which contributes to our understanding in a number of ways. First, they add new nuances to the simple theories that they incorporate, in particular, distinguishing two often conflated interpretations of the exploration/exploitation trade-off, and showing that some propositions hold for the compromise between dual search objectives while others hold for the issue of conservatism or radicalism in the search for novel solutions. Second, they offer new concepts for modeling problemistic search and adaptive problem solving, including trials as combinations of solution elements, knowledge perishability, and a hierarchy of inferences, and suggest new research questions for business intelligence researchers. Third, they serve as the kernels of a design theory for a digital capability for TBPS, directing researchers and practitioners alike to its critical challenges-intelligence of the feedback loop and rapidity of iteration between trials and analysis. The specific knowledge contributions of my research are a preliminary theoretical model of digitally-enabled trial based problem solving and a design theory for a digital capability for TBPS. [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.]
ED552127
Developing a Theory of Digitally-Enabled Trial-Based Problem Solving through Simulation Methods: The Case of Direct-Response Marketing
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9282-9
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551466
2015
As Provided
JAN2020
No
Academic Libraries
Efficiency
Higher Education
Data Analysis
Case Studies
Statistical Analysis
Correlation
Library Administration
College Administration
Measurement Techniques
Shupala, Christine M.
Dissertations/Theses - Doctoral Dissertations
Texas
Wilcoxon Matched Pairs Signed Ranks Test
Mann Whitney U Test
Texas
English
Higher Education
Postsecondary Education
Academic and library administrators are increasingly required to demonstrate efficiency in programs, services, and operations as well as effectiveness. An important component of efficiency measurement is identification of a relevant peer group against which to compare the administrative unit to determine relative efficiency. The two-fold purpose of this study is to identify efficiencies related to teaching and research in academic libraries and institutions of higher education (IHEs) and to determine the usefulness of data envelopment analysis (DEA) as an efficiency measurement tool for the academic administrator. Using a population of academic libraries and IHEs in Texas as a case study, variables were identified that represented the teaching- and research- related inputs and outputs for IHEs and academic libraries. Three separate models types were developed for each administrative level in each year of the two-year study. The first focused on teaching efficiency; the second focused on research efficiency; the third combined teaching and research to examine overall efficiency. Separate variables were selected for each administrative level to represent the teaching- and research-related inputs and outputs for the administrative level. Data were gathered for 2007 and 2008 for both academic libraries and IHEs to permit model stability testing. Each model was completed once in each study year. A total of twelve individual models were completed across the two years of study. In the first phase of the study, variables were selected based on an extensive review of the literature and the researcher's professional judgment, following the process the academic administrator might employ to select variables. All variables for each model were calculated, transformed as needed, and tested for isotonicity using a correlation matrix. Variables were entered into the DEA analysis tool and relative efficiency scores were calculated using input-oriented CCR-CRS and BCC-VRS models. The initial calculations indicated that scale was a factor in efficiency and BCC-VRS was employed to determine final efficiency scores. Discrimination in each model was increased using a backward removal of variables procedure. Each model identified the relative efficiency of the academic libraries and IHEs in the study population. In the second phase of the study efficiency scores for the population of IHEs and academic libraries were subjected to statistical analysis. Related-samples Wilcoxon signed rank tests and Spearman's rho correlations were performed to test the stability of the model and identify both significant differences in and correlations of scores at each administrative level across years. The Mann-Whitney U test was used to identify relationships in efficiency scores across administrative levels in each year of the study. An institutional control filter was applied to all analyses to determine the extent to which institutional control influenced its efficiency score. Additional analyses were conducted using Spearman's rho and Holms sequential Bonferroni to determine the influence of institution size and Carnegie degree classification on efficiency scores. Results of the DEA process and analysis identified the method's strengths and pitfalls. The process highlighted the influence of population size and homogeneity, of data availability and imbalances, and of the method used to increase model discrimination. Difficulties arising from these influences were addressed and final efficiency scores were presented. Statistical analyses identified general trends in efficiency at both the academic library and the IHE levels of administration and suggest that size, classification, and control may influence efficiency. While results of the study indicate that the complexity of DEA may limit its usefulness to academic administrators, the study provides a foundation from which additional efficiency analysis tools may be developed in the context of an overall assessment plan. Academic and library administrators wishing to pursue DEA analysis will find this study useful as they identify variables, processes, populations, data, and relevant DEA models. The study also provides a foundation for future research in IHE and library efficiency analysis and highlights research opportunities in data collection and preparation, variable selection, population identification, and discrimination methods. [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.]
ED552128
Measuring Academic Library Efficiency and Alignment with Institutional Resource Utilization Priorities Using Data Envelopment Analysis: An Analysis of Institutions of Higher Education in Texas and Their Libraries
ProQuest LLC
Ph.D. Dissertation, Texas Woman's University
2012-00-00
978-1-2678-8310-0
480
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550902
2015
As Provided
JAN2020
No
Vietnamese
Vowels
Phonology
Morphology (Languages)
Phonetics
Acoustics
Females
Speech Communication
Computational Linguistics
Poetry
Language Rhythm
Syllables
Language Research
Hypothesis Testing
Emerich, Giang Huong
Dissertations/Theses - Doctoral Dissertations
English
In this dissertation, I provide a new analysis of the Vietnamese vowel system as a system with fourteen monophthongs and nineteen diphthongs based on phonetic and phonological data. I propose that these Vietnamese contour vowels - /ie/, /[turned m]?/ and /uo/-should be grouped with these eleven monophthongs /i e epsilon a [turned a] ? ? [turned m] u o [open o]/ based on their similarities in phonetic and phonological behaviors. The phonetic characteristics of these vowels are studied acoustically using normalized and scaled acoustic values of 13,925 tokens, spoken by female Hanoian speakers from my speech corpus, "The Vietnamese Speech Corpus". Phonetic analysis shows that the eleven monophthongs and three contour vowels are similar in terms of formant frequency targets, formant dynamic trajectories, and duration. Phonologically, monophthongs and contour vowel can be rhymed with each other in poems, and the two elements within each contour vowel should be analyzed as two halves of one root node in the syllable structure. In chapters 1 and 2, I give the current analysis of the Vietnamese sound system, review different approaches to the acoustic features of vowels, and the phonemic status of diphthongs. In chapter 3, I give a detailed description of the Vietnamese Speech Corpus. In chapter 4, I show the difference in formant targets between monophthongs and glides, as well as the importance of duration in distinguishing vowels in Vietnamese. I also give evidence for the differences in duration between the diphthongs and the monophthongs-and-contour-vowels group. In chapter 5, I analyze the natural class of monophthongs and contour vowels in terms of feature geometry and give evidence from Vietnamese phonological processes to support the analysis of contour vowels as being in the same natural class as monophthongs. I also re-analyze Vietnamese triphthongs as diphthongs in this chapter. Finally, in chapter 6, I summarize the similarities and differences across the monophthongs, contour vowels, and diphthongs, and suggest possible future studies to test this hypothesis of the Vietnamese vowel system. [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.]
ED552129
The Vietnamese Vowel System
ProQuest LLC
Ph.D. Dissertation, University of Pennsylvania.
2012-00-00
978-1-2678-9302-4
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551478
2015
As Provided
JAN2020
No
Story Telling
Literary Criticism
Content Analysis
Islam
Islamic Culture
Religion Studies
Bajwa, Rabia
Dissertations/Theses - Doctoral Dissertations
English
This dissertation explores the application of narrative analysis to five Qur'anic stories in Surat al-Kahf, the eighteenth chapter of the Qur'an. Traditional Qur'anic exegesis treats the narratives atomistically, giving great attention to the historical details, whilst contemporary Western scholarship approaches Qur'anic narratives from literary-textual analysis that focuses on plot, characters, and recently literary features such as chiasmus. These approaches do not shed light on the deeper aims and psyche of the Speaker except that God recounts them to offer moral lessons. The purpose of this study is to engage the question of how narratives are functioning in the Qur'an. This dissertation specifically asks whether they are fulfilling didactic aims using history or whether they are serving as a medium through which we can come to know God? This study presents one way to possibly understand God's motives in telling the stories by applying narrative analysis. As such, the narratives of Surat al-Kahf are approached with these key questions: Why is the narrator telling the story? What is the point of the narrative? How does the narrator organize his story to make his point? In exploring these questions multiple new insights into the notion of Qur'anic subjectivity emerge. This thesis argues that God, the sustained Speaker, is ultimately using His narratives to construct and develop His superior "Self-image." In closely tracing the distribution of this Self-image throughout the narratives, various linguistic devices and strategies are discovered for how God constructs His narratives as "personal" narratives. Through such techniques, we find that a multifaceted presentation of God as "al-wali," "The Protector," alongside other virtues such as God as "al-qadir," "The Omnipotent," and God as "khayr-un thawab-an wa "uqb-an," "The Best giver of reward and punishment" emerge as dominant attributes that also provide the sura with coherency. [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.]
ED552130
Divine Story-Telling as Self-Presentation: An Analysis of Surat Al-Kahf
ProQuest LLC
Ph.D. Dissertation, Georgetown University
2012-00-00
978-1-2678-8539-5
273
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551086
2015
As Provided
JAN2020
No
Data
Educational Improvement
Comparative Analysis
Case Studies
Qualitative Research
Conventional Instruction
School Districts
Charter Schools
School Administration
Knowledge Management
Human Capital
Educational Policy
Educational Practices
Observation
High Stakes Tests
College Readiness
Models
Accountability
Academic Achievement
Compliance (Legal)
Context Effect
Farrell, Caitlin C.
Dissertations/Theses - Doctoral Dissertations
English
Increased accountability through federal and state education policies has resulted in a growing demand for educators to access, understand, and utilize the various types of data to adapt their practice. These data include student work, district benchmarks, observation of instruction, and high-stakes state assessments, among others. Despite the widespread belief that educators' data use can improve student performance, little is known about how organizational context impacts this process. This multi-case, qualitative study addresses this gap by examining two types of systems: traditional school districts and charter management organizations (CMOs). Using a framework derived from knowledge management theory, it offers a systems-level approach to consider how organizational resources--human capital, technology and tools, and organizational practices and policies--are marshaled to support effective data use. First, analysis found that educators in all four school systems used six main types of data to inform the literacy instruction: classroom, common grade, teacher observation, system, high-stakes state assessments, and college-ready indicators. Across all systems, there was a disconnect between school site and system educators concerning the use of classroom and system data. While all four systems attended to high-stakes state assessment results, the CMOs had greater reported use of teacher observation data and college-ready indicators. The host of data was used for multiple purposes falling into six categories or "models." For the accountability-achievement, student learning, and instructional reflection models, data was instrumental in informing instruction. All four school systems engaged behaviors of accountability-achievement data use, while the two CMOs used formal teacher observation data to reflect on instruction. In the other three emerging models of data use--bureaucratic-compliance, positioning, and signaling--data were used for compliance purposes, as evidence for an argument or agenda, or to signal to the external community. Looking to the resources mobilized, similarities arose across all four school systems. Different resources supported the data-use cycle at different leverage points, with design features of the resources shaping how data were gathered, accessed, and used. Second, technology/tools and organizational practices and policies were necessary but not sufficient; investments in human capital were critical components to this work. On the whole, CMOs stood out in their commitments to human capital, technology and tools, and organizational processes and policies. These dynamics of data use and resource allocation could not be understood without attending to the organizational and environmental setting in which they unfolded. When considering the "embedded context" for data use, organizational context, local political circumstances, state/district financial environment, and federal/state accountability demands were important contextual conditions that both enabled and constrained data use and resource allocation. Finally, this study lays the groundwork for the diffusion of promising practices across differing types of school systems and within the reform community. It also develops directions for future research on accountability policies, data initiatives, and alternatives to traditional forms of school management. [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.]
ED552131
Designing School Systems to Encourage Data Use and Instructional Improvement: A Comparison of Educational Organizations
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9304-8
271
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551480
2015
As Provided
JAN2020
No
Information Technology
Internet
Older Adults
Adults
Technology Integration
Electronic Mail
Social Networks
Mixed Methods Research
Young Adults
Age Differences
Attitudes
Identification (Psychology)
Privacy
Developmental Stages
Interpersonal Relationship
Quinn, Kelly Ann
Dissertations/Theses - Doctoral Dissertations
English
Research on internet communication technologies by midlife and older adults has received less attention than the young, yet rapid gains in the use internet media suggest older adults have become significant users. Adoption of specific applications has emerged in patterns distinct from younger users, reflecting the different experiences and attitudes that older users bring to these media. This research explores the unique approaches midlife adults bring to the use of email and social network sites, and examines their use in maintaining and regenerating relationships. In doing so, this work adds to scholarship on the communication practices of midlife adults, and also on how specific communication technologies are utilized at different life phases. The life course perspective considers an individual's social and historical contexts, network of relationships, and timing of important events, such as the incorporation of the internet into everyday life, to explain differences in life outcomes. This study employs a mixed methods approach to examine the intersection of the life course and internet use. The first research phase employs statistical comparisons of cohorts of younger, midlife and older adult internet users to surface trends and patterns; the second research phase analyzes interview data to elaborate and illustrate these trends at midlife. A heightened temporal attentiveness tied to the recognition of life's finitude creates pervasive awareness of how specific technologies are perceived and used by midlife adults. Tension between identity expression and privacy arises online and midlife adults rely on prior experience to navigate this process, using social strategies rather than technological interventions as boundary management tools. Interpersonal connection is the primary driver of internet communication at midlife, and characteristics such as contextual search and asynchronicity invite and support the reconnection of dormant relationships in novel and significant ways. Reconnection of lapsed ties at midlife illustrates a use divergent from that of young persons. Reconnection with truly dormant ties is rare for young people: shorter life spans mean fewer opportunities to experience these events, but because these technologies--designed to maintain weaker forms of connection--are introduced at earlier points in life, they may never be experienced by the young. [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.]
ED552132
Visible Pathways: A Life Course Perspective on Technology Use and Relationship Reconnection
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-8344-5
269
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550935
2015
As Provided
JAN2020
No
Hispanic American Students
School Choice
Parochial Schools
Educational Vouchers
Qualitative Research
Case Studies
High Schools
Catholic Schools
School Effectiveness
Disadvantaged Youth
Joseph, Tatiana
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
High Schools
Secondary Education
In Milwaukee, The Milwaukee Parental School Choice Program (MPCP) is a program that "allows low-income Milwaukee Students to attend participating private or religious schools located in Milwaukee with no charge for tuition if certain eligibility criteria are met" (Wisconsin Department of Public Instruction). The program allows for qualifying families to use a portion of the public educational funding selected (voucher) for their student to attend a public school or the private school of their choice. For low income families, school choice is an opportunity to flee from schools that struggle with dropouts, absenteeism and low achievement in hopes of a school that will provide their student with more academic opportunities. Understanding the goal of school choice, the purpose of this qualitative case study is to observe and analyze how a voucher, parochial high school in a Midwestern city (CCHS) is serving or disserving Latina/o students who receive vouchers. The sample population consisted of 30 students who identify themselves as Latina/o, speak fluent Spanish and are recipients of the Voucher program, 13 families, 15 teachers and 2 administrators. Interviews, observations, photovoice and the collection of artifacts and records were used to collect the data. Voucher schools like CCHS were another resource for families, especially low income families. The information provided in this dissertation shows a different, and quite dismal, picture. Unlike the studies done in the 80's and 90's that address the effectiveness of Catholic schools for poor children of color, CCHS may not be more effective for disadvantaged students. Students at CCHS do not have a quality academic curriculum, and teacher expectations are blurred by deficit ideologies that blame students for their academic failure. Furthermore, policies and practices are set into place to ensure that students do not become academically successful. The Notre Dame Task Force on the Participation of Latina/o Children and Families in Catholic Schools (2009) calls for the recruitment of more Latina/o students in Catholic schools, but until the issues mentioned in this research are addressed, schools like CCHS will continue to prepare students of color for failure. [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.]
ED552133
An Examination of a Parochial Choice School Serving Latina/o Students: Perceptions, Realities and Promises
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Milwaukee
2012-00-00
978-1-2679-5223-3
256
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554755
2015
As Provided
JAN2020
No
Information Technology
Social Influences
Social Environment
Science and Society
Demography
Costs
Income
Gender Bias
Information Processing
Economic Development
Case Studies
Public Policy
Foreign Countries
Policy Formation
Delphi Technique
Hilbert, Martin
Dissertations/Theses - Doctoral Dissertations
Latin America
English
This research thesis sheds lights on different aspects of the transition toward information societies. It consists of a collection of interrelated studies that analyze in more rigorous terms three main and complementary aspects of the transition (see Figure below). After and "introductory" CHAPTER ONE, the consecutive CHAPTER TWO of this thesis looks at the "social nature of the current transition" toward the information society, which is characterized by a diffusion process that is known as digital divide. This chapter focuses on the socio-demographic characteristics of the transition, and characterizes its bottlenecks, such as the cost-income relation of ICT and users, as well as its opportunities, such as the opportunity to fight long-standing gender inequalities. CHAPTER THREE focuses not only on equality, but also on growth of the world's information and communication capacity in absolute terms. The chapter consists of two sections that quantify the "magnitude and growth of information" in the information society, measured directly in bits and bytes. This provides insights into the speed and general pattern of the transition from analog to digital information processing in society. Both chapters combined provide complementary insights into what have been traditionally the two main pillars of socio-economic development: equity and growth. In this case the focus is set on the equality and growth of technologically mediated information. Various particularities of the transition become evident, such as the exponential rates of change of the transition, the all-pervasiveness of ICT in the social realm, and the unequal diffusion process. The final CHAPTER FOUR studies a concrete example of successful "policy making in the digital age" that takes these particularities into consideration. The case study focuses on a foresight Delphi exercise aimed at identifying future policy priorities that offered input into the inter-governmental negotiation of an Action Plan in Latin America. It is believed to have been the most extensive online participatory policy-making foresight exercise in the history of intergovernmental processes in the developing world. The process of policy-making in this international multi-stakeholder Delphi embraces the particular characteristics of the transition toward Information Societies by design. [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.]
ED552134
Mapping out the Transition toward Information Societies: Social Nature, Growth, and Policies
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9320-8
261
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551490
2015
As Provided
JAN2020
No
Computer Software
Computer Security
Information Technology
Demography
Computer System Design
Sex
Age
Race
Educational Attainment
Income
Attitudes
Kramer, Aleksey
Dissertations/Theses - Doctoral Dissertations
English
The topic of software security has become paramount in information technology (IT) related scholarly research. Researchers have addressed numerous software security topics touching on all phases of the Software Development Life Cycle (SDLC): requirements gathering phase, design phase, development phase, testing phase, and maintenance phase. However, the opinions and assumptions of those contributing to the data collection for the studies could be influenced by factors that were outside the control of the researchers and scholarly research methodologies. Demographics was identified as one of those factors that may influence perception of software security's presence within the individual phases of the SDLC. The purpose of this quantitative non-experimental study was to investigate the effects of demographics on perceptions of software security's presence within the individual phases of the SDLC as perceived by IT professionals; these perceptions directly influenced the data gathered for the scholarly studies. This study evaluated effects of gender, age, race, education, and income on perceptions of the software security within the individual phases of the SDLC. The sample of IT professionals registered with Zoomerang was surveyed and responses coded. After running non-parametric tests on data gathered from the sample, it was determined that the demographic variables selected for this study do not significantly affect perceptions of security's presence within individual phases of the SDLC. Thus, the variance in perceptions of the software security's presence within the SDLC as observed in the scholarly literature can be attributed to factors other than the demographic variables selected for this study. [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.]
ED552135
Demographic-Based Perceptions of Adequacy of Software Security's Presence within Individual Phases of the Software Development Life Cycle
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-8548-7
152
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551092
2015
As Provided
JAN2020
No
Language Usage
Churches
Surveys
Trend Analysis
Multilingualism
Foreign Countries
Focus Groups
Participant Observation
Interviews
Sociolinguistics
Christianity
Language Attitudes
Social Influences
Political Influences
Reading Materials
Economic Progress
Leadership
Religious Factors
Language Proficiency
Clergy
Luchivia, John Ommani
Dissertations/Theses - Doctoral Dissertations
Kenya
Kenya
English
This dissertation explores the missiological opportunities, challenges and implications of growing multilingualism among people who are fluent in two or more languages. I look at the cognitive value of language and how languages shape people's world views. World views influence peoples' perceptions and way of processing and understand information. People's beliefs are reflected in their character and relationships in the community. Christians want to promote positive community relations in order for people to participate in the mission of God within their community. I survey relevant literature on the role of language and its value, how language fits the plan of God, and its place in His mission to different peoples. I then survey current trends of language use and growing multilingualism, and the language practices within Kenya. I therefore focus on research factors behind language choice and use. Methodologically, I use focus groups, participant observation, and personal interviews in four different socio-linguistic contexts in four different Christian denominations. I thematically analyse and code the data to establish my findings. The findings point to the factors that influence language choice. Factors that determine choice of language go beyond the level of fluency in reading, speaking or understanding. These factors involve attitudes that go very deep in both positive and negative ways. Additionally, people's language choices are influenced by other social factors. The factors include desire to communicate, social cultural pressure, economic advancement, political correctness, reading materials availability, leadership perception on language, institutional policy, religious values and proficiency in any given language. These factors were consistently displayed in all four research locations enabling me to demonstrate reliability of the data and validity of the findings. Understanding how these factors influence people will assist Christians who desire to become good witnesses. To be witnesses, people need to be empowered. For purpose of language choice, all languages should be viewed as being appropriate for ministry. Language is a platform for effective participant contextualisation among the people of God. Through their actions and pronouncements people are able to utilize the multi-lingual environment of Kenya to better engage in mission and spread God's Word. [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.]
ED552136
Contextualised Language Choice in the Church in Kenya
ProQuest LLC
D.I.S. Dissertation, Fuller Theological Seminary, School of Intercultural Studies
2013-00-00
978-1-2679-5229-5
184
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554757
2015
As Provided
JAN2020
No
College Faculty
Productivity
Time Management
Schools of Education
Private Colleges
Teacher Characteristics
Academic Rank (Professional)
Research Universities
Statistical Analysis
Teacher Motivation
Faculty Workload
Lee, Michelle Silver
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this study seeks to illuminate. This study first examines how the productivity of faculty in the School of Education at a private university differ according to different faculty characteristics and according to faculty rank. It then examines which activities are highly valued at this organization by determining the relative value of each activity, providing a benchmark to evaluate whether faculty are indeed spending their time on the activities that enhance the mission of the school and the institution. Finally, the study examines the percentage of faculty participating in activities that are considered highly productive and what proportion of faculty time is spent on these activities. I examine the Productivity Index (PI) of faculty from the School of Education at a private research university to answer these questions. Data from the PI were collected over the six years the measure was in use. This study will contribute to the existing body of research on faculty work by examining the use of this measurement tool and the resulting data collected by that tool to further understand ways in which faculty work may be reported and valued, and to identify variances in faculty work and time spent which may be influenced by various faculty characteristics. This study is a secondary analysis of longitudinal data collected by the PI. As the research questions above were largely comparing groups, the study uses a quantitative approach. This study is significant in adding to the understanding of the factors and characteristics of productive faculty which will in turn provide insight to the facts and myths regarding faculty productivity. This study examines how faculty spend their time (behavior) and how they are motivated to spend time on certain activities versus other activities (motivation). This study also identifies which characteristics effect behavior and motivation, and in turn, how those characteristics influenced productivity. Significantly, what was found, using statistical analysis, was that teaching was the most highly valued activity among research, service and teaching. This was true for both the tenured and tenure-track faculty and special faculty. [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.]
ED552137
Evaluating How Education Faculty Spend Their Time at a Private Research University
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9349-9
180
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551510
2015
As Provided
JAN2020
No
Professional Development
Administrators
Information Technology
Grounded Theory
Administrator Attitudes
Leadership
Leahy, Kevin B.
Dissertations/Theses - Doctoral Dissertations
English
The CIO fulfills an important role for most business organizations by leading the information technology department and by aligning the firm's information technology assets with its corporate strategy. There is little research regarding the important components of CIO development and the relationships among these elements. This study examines how formal executive development affected CIO attitudes and performance. It also identifies the aspects of their professional development that CIOs believe have the greatest impact on their personal success. Data collection consisted of interviews with 28 current or recently serving CIOs in the United States from a wide variety of industries. This qualitative study develops a grounded theory that describes IT executive development in four phases: Foundation, Preparation, Transition, and Renewal. It identifies the important factors of CIO development in each phase. The study portrays IT executive development as a process. Future research on components of these developmental activities must consider them as part of a larger set of activities. CIO candidates and executives responsible for recruiting and developing IT executives can use this theory to design and manage their professional development efforts. [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.]
ED552138
The Making of a CIO: A Grounded Theory Study of Professional Development of Information Technology Executives
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-8549-4
154
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551093
2015
As Provided
JAN2020
No
Foreign Countries
Resource Allocation
Case Studies
Samoan Americans
Public Education
High Schools
Expenditure per Student
Academic Achievement
Educational Finance
State Departments of Education
Nikolao-Mutini, Akenese Epifania
Dissertations/Theses - Doctoral Dissertations
American Samoa
American Samoa
English
High Schools
Secondary Education
The purpose of this study was to analyze American Samoa Department of Education (ASDE) and collect allocation of resources data and determine how the resources are used to increase student performance among a purposeful sample of three public high schools with similar demographics, challenges, fiscal constraints and funding sources located in the territory of American Samoa. Sample schools were non-charter, Title I, public schools with student populations of 95%-100% Samoan, 95%-100% English Language Learners, 100% eligible for Free and Reduced Lunch per USDA, 100% socioeconomically disadvantaged and produced similar assessment scores on the local SBA. The case studies collected data from school and government documents, performance assessment data of ASDE Standards Based Assessments (SBA) scores for the sample schools, and information from interviews to analyze the practice of resource allocation and implemented strategies to increase student performance at the school site level as well as compare it with the frameworks of the Evidence-Based Models (EBM) of resource allocation (Odden & Picus, 2008) and Odden's (2010) "10 Strategies for Doubling Student Performance". The findings found ASDE: spent far below the national average for per-pupil expenditure; implemented strategies of the EBM resource allocation and Odden's (2010) strategies to double student performance at lower levels than ideal; and lacked adequate funding practices of resource allocation to improve student performance and double student achievement. [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.]
ED552139
An Examination of Resource Allocation Strategies and Finance Adequacy: Case Studies of American Samoa Department of Education Secondary Schools
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9379-6
231
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551534
2015
As Provided
JAN2020
No
Decision Making
Institutional Evaluation
Organizational Culture
Data Analysis
Institutional Research
Higher Education
Institutional Characteristics
Electronic Learning
Regression (Statistics)
Structural Equation Models
Osborne, Mary E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Establishing institutional effectiveness has beleaguered U.S. higher education institutions for thirty years. One key element of institutional effectiveness is the ability of an organization to use data for effective decision-making. This study provides new insight into this critical component of institutional effectiveness by examining the transformation of data through several stages until it embeds into the institutional culture. A model of the environmental and institutional elements that result in transformation is proposed and tested. Data were gathered through a survey instrument administered to Institutional Research professionals at comprehensive regional universities and community colleges in the United States. The survey amassed data on the concepts of institutional context, the transformation processes itself, and external factors associated with effective decision-making on the topic of on-line learning. Multiple Regression and Structural Equation Modeling statistics provided the analytical platform for the research. The result offers a model that is composed of the theorized factors that directly and indirectly impact new cultural knowledge in higher educational institutions. [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.]
ED552140
Transforming Data into Knowledge within Higher Education
ProQuest LLC
Ed.D. Dissertation, Eastern Michigan University
2012-00-00
978-1-2678-9382-6
196
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551536
2015
As Provided
JAN2020
No
Case Studies
Community Colleges
Accreditation (Institutions)
Accountability
Mixed Methods Research
Semi Structured Interviews
Outcomes of Education
College Administration
Decision Making
Educational Planning
Governance
Sanctions
Patel, Dipte D.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
The United States is unique with it non-governmental peer-review based accreditation system for oversight of higher education for quality assurance and improvement. In a triad relationship with federal and state governments for accountability, accreditation associations are the designated gatekeeper for federal financial assistance. Therefore, though voluntary, accreditation status is not an option for most public, private and not for profits institutions (Wolff, 2005). Western Association of Schools and Colleges (WASC) is the only regional accreditation association with different commissions and standards for community colleges, with Accrediting Commission for Community and Junior Colleges (ACCJC) presiding. After revision of its standards in 2002, over 40% of California Community Colleges have been sanctioned, which comprises the majority of colleges within this commission (Beno, 2012; Beno, 2011; Karandjeff, 2011). As of the January 2012 commission hearing, ACCJC has issued adverse actions to 28 colleges (25%) all within the California Community College system (ACCJC, 2012; Beno, 2012). Although an increase in sanctions has been noted among all accrediting commissions, ACCJC far exceeds its peers. Due to the severity of a sanction, this case study examined the effects of accreditation actions through a lens of accountability by examining two colleges one sanctioned and one reaffirmed with recommendations, respectively. An embedded mixed methods case study included semi-structured interviews, document review and analysis and examination of various input, progress and output performance indicators for a time period preceding comprehensive review and after addressing accreditation actions. The results revealed the impacts in areas of organizational, individual and interpersonal phenomena at each of the institutions. Sanction was deemed a strong and effective force for encouraging initial planned change to organizational structure, policies and operations to align with accountability practices, accreditation requirements and standards at the sanctioned institution. Although it may be limited by the performance measures selected, findings revealed a disconnect among effective structure and practices to measures of student outcomes. At least within these two sites studied, there was some context that leadership and an effective shared governance structure may contribute to or influence compliance with ACCJC's expectations and capacity for improvement. In other words, unless explicitly targeted, student progress and achievement may not be a direct result of effective decision making and planning processes; and process improvements may not translate to improvements with academic outcomes. However, leadership and human agency are key factors for managing change and interpreting and shaping collective and individual understanding of quality and external requirements for balancing internal and external accountability for quality assurance and quality improvement. This study suggests implications for practice for both colleges and the accrediting commission to achieve the objective of quality improvement and institutional effectiveness. [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.]
ED552141
Impact of Accreditation Actions: A Case Study of Two Colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9387-1
211
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551539
2015
As Provided
JAN2020
No
Internet
Computer Software
Computers
Information Technology
Information Management
Information Storage
Computer Security
Risk Management
Statistical Analysis
Correlation
Institutional Characteristics
Regression (Statistics)
Certification
Attitude Measures
Paquet, Katherine G.
Dissertations/Theses - Doctoral Dissertations
English
Cloud computing may provide cost benefits for organizations by eliminating the overhead costs of software, hardware, and maintenance (e.g., license renewals, upgrading software, servers and their physical storage space, administration along with funding a large IT department). In addition to the promised savings, the organization may require additional security mechanisms to ensure government/regulatory compliance. In making the business decision to adopt cloud computing, the organization may want to ensure various security measures are in place to minimize their risk of data theft, fines, and privacy. The purpose of the study is to describe certain variables of adopting cloud computing, and to compare their security concerns with adoption. The non-experimental quantitative approach is selected to analyze the factors that impact the adoption of cloud computing. The study extends the technology acceptance model (TAM) to measure organization's acceptance and use (adoption) of cloud computing based on the organization type, cloud certification, and security concern. This research study is based on the security themes from the IBM information security capability reference model to help identify the key security areas. The target population for the study consists of information security managers in various organizations throughout the United States. Based on the organization type, one can conclude there is not a significant relationship between the adoption of cloud computing and organization types. From the ordinal logistic regression, there was a significant relationship among cloud adoption, the transportation organization type, cloud security certification, perceived usefulness, and perceived ease of use. Overall, more than half of the respondents would feel more secure in adopting cloud computing with cloud providers possessing a cloud security certificate. There failed to be enough data to support a significant correlation between the security themes and the adoptions of cloud computing. In combining all of the participants' responses, the following three security themes appeared in the top ranking as being a concern: transaction and data integrity, identity and access management, and privacy. [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.]
ED552142
Consumer Security Perceptions and the Perceived Influence on Adopting Cloud Computing: A Quantitative Study Using the Technology Acceptance Model
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-8556-2
136
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551099
2015
As Provided
JAN2020
No
African American Students
Graduation
Racial Differences
Racial Discrimination
Racial Segregation
Socioeconomic Influences
Teacher Qualifications
College Preparation
Qualitative Research
College Students
Religious Education
Social Capital
Parochial Schools
Placenti, Phillip M.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Higher Education
Postsecondary Education
African-American students are less likely to attend and successfully complete college than their Asian and White peers. Possible explanations for this disparity include racial and ethnic segregation, socioeconomic challenges, persistent shortages of qualified teachers, and scant access to college-preparatory curricula. In the context of such significant challenges, faith-based institutions (most notably the African-American Church) play an important role in helping students to overcome these obstacles and prepare for success in college. This qualitative study employing personal interviews and artifact analysis has explored how ten African-American students who have been academically successful in college believe their involvement in the activities of faith-based institutions before college has had an impact on their aspirations to attend college and on their preparedness for success in college. Social capital theory, particularly as applied to religious contexts, has been utilized as a framework for examining these dynamics, as well as the growing literature on student spirituality and the influence of religious involvement on educational outcomes. The findings of the study reveal that involvement in faith-based institutions provided students with a network of supportive relationships and helped them to develop a belief in their own ability to succeed, a way of interpreting personal challenges constructively, and a mindset that embraces opportunities for personal growth. These findings provide direction for practitioners and the research community to consider how educational institutions might partner with faith-based institutions in supporting African-American youth in their preparation for college. [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.]
ED552143
"God Has My Back": The Role of Faith-Based Institutions in Preparing African-American Students for College Success
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9392-5
163
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551543
2015
As Provided
JAN2020
No
Syntax
Phonology
Morphemes
Grammar
Semantics
Pragmatics
Language Classification
Correlation
Sentence Structure
Form Classes (Languages)
Walker, Aaron Hyde
Dissertations/Theses - Doctoral Dissertations
English
This dissertation is concerned with the specific relationship between copular sentences and existential sentences, and what about that relationship is responsible for the well-known restrictions on definiteness and predicates that are observed in the existential cases. Instead of starting with the well-known paradigms which illustrate restrictions in the existential constructions that result in ungrammaticality; this dissertation starts by trying to account for the more apparent flexibility the existential construction has when it comes to agreement. While previous accounts of these phenomena have sought characterize such agreement phenomena as marked or some sort of default agreement or just a PF/phonological phenomena with no semantic/pragmatic implications, I will argue the opposite. I will suggest that the singular/plural agreement is a result of the mass/count properties of the Predicational Structure from which the sentence is derived. Furthermore, I will suggest that it is precisely these mass/count properties that account for the observed restrictions in existentials. Additionally, since the theory being advanced here is one that is dependent on mass/count properties, which are universally available in natural languages (albeit encoded and manifested in different ways), it allows us to understand related phenomena in typologically distinct languages, such as English/Mandarin. That is, we can explain why it is that in a "Classifier Language" which encodes mass/count differently than languages like English and French with plural morphology and articles, exhibits the definiteness effect but not the predicate restriction. I will propose that if we understand the existential constructions to be derivationally related to their copular counterparts, and we have a sufficiently fine-grained understanding of predication in copular constructions, then we can not only account for the behavior and restrictions of existentials vis-a-vis copulars within a language, but we can understand the difference between restrictions on existentials across typologically distinct languages in a unified and principled way. [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.]
ED552144
Existential Constructions: A Syntactic Predication Approach
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9424-3
190
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551567
2015
As Provided
JAN2020
No
Bullying
Public Schools
Principals
Administrator Attitudes
Surveys
School Policy
Prevention
Computer Mediated Communication
Internet
Telecommunications
Discipline
Student Behavior
Intervention
Educational Environment
Victims
Technology Uses in Education
Gender Differences
Age Differences
Elementary Schools
Secondary Schools
Instructional Program Divisions
Administrator Role
Suspension
Snakenborg, John Brian
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Elementary Education
Secondary Education
A representative sample of approximately 2,000 public school principals in the Midwestern United States were surveyed about school policies and practices to prevent cyberbullying. They were also asked to interpret whether incidents involving problematic Internet and cell phone experiences of students were examples of cyberbullying. They also provided a typical disciplinary response to various incidents of cyberbullying. There were several interesting findings, including the fact that more than 60% of school officials do not use a specific curriculum or program to address bullying in their schools. Approximately 25% of respondents indicated that there had not been a single instance of bullying in their school in the past month and approximately 50% said that there had not been a single instance of cyberbullying in their school in the past month. Previous research has indicated that school staff tends to underestimate student victimization, which may be the case here. It was also found that, while there is no lack of technology available for student use, 44% of school officials reported that they did not have a full-time staff member dedicated to technology use and instruction. Data were analyzed to uncover differences in interpretations of incidents involving aggression and the use of technology based on respondent school level and gender. School officials from elementary schools were more likely to endorse any act of cyber-aggression as an act of cyberbullying. Ratings of incidents indicate that a continuum of examples and non-examples of cyberbullying can be established, although there do appear to be contradictions in how school officials define cyberbullying. Differences were found in interpretation of incidents based on respondent school level and respondent gender. Data also were analyzed to uncover differences in the selection of a disciplinary response to acts of cyberbullying based on respondent school level and gender. Elementary and middle school officials selected suspension as a disciplinary response more often than expected. Male respondents more often chose disciplinary responses that were less punitive compared to female respondents. These differences need to be examined further, to understand the role of school context and respondent gender on interpretation of and response to aggression. [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.]
ED552145
Understanding How Schools Respond to Cyberbullying
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-8358-2
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550949
2015
As Provided
JAN2020
No
College Transfer Students
Comparative Analysis
Time Perspective
Regression (Statistics)
College Applicants
Demography
College Preparation
Educational Background
Statistical Significance
Effect Size
Correlation
Orlick, Renee A.
Dissertations/Theses - Doctoral Dissertations
Colorado
Colorado
English
Higher Education
Postsecondary Education
This study sought to explore what factors contribute to transfer student success and attempted to create a model using logistic regression to help predict likeliness of transfer student success. Using a sample that included all students who transferred to Colorado State University from a regionally accredited US institution between fall 2007 and spring 2010, four main research questions were asked. The study included a focus on timing by comparing spring transfers with fall transfers and also by looking at the timing of the application process. In general, results show that there were very few significant differences between spring and fall transfer students regarding demographic makeup, academic background, and academic preparation. Any statistically significant differences had very small effect sizes. Statistically significant differences in timing factors, however, had effect sizes considered moderate to strong (between 0.59 and 0.70). The timing from application, to admission, to confirmation of enrollment was much shorter for spring transfers than for fall transfers. These timing differences had a statistically significant correlation with first, second, and third term GPA, but the effect size was rather weak. Also weak, but statistically significant, was the relationship between continuous enrollment and being "on time" throughout the application process. Of particular note is that timing seemed to impact spring transfer students differently than fall transfer students. Results from the logistic regression model created to help predict likeliness of transfer student success showed that even when a variety of factors were taken into account, prediction of transfer student success was inadequate. This suggests that there are additional factors at play than those which can be measured before a transfer student begins his or her study at the transfer institution. The discussion section teases apart some of the findings from this study and offers suggestion for further research. [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.]
ED552146
A Tale of Two Terms: Exploring Differences between Spring and Fall Transfer Students
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9572-1
107
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551645
2015
As Provided
JAN2020
No
Calculus
Mathematics Achievement
College Students
College Faculty
Teacher Influence
Teacher Behavior
Classroom Communication
Communicative Competence (Languages)
Mixed Methods Research
Focus Groups
Interviews
Student Attitudes
College Science
State Universities
Barclay, Allen C.
Dissertations/Theses - Doctoral Dissertations
Colorado
Colorado
English
Higher Education
Postsecondary Education
On a national level, data indicate that about 40 percent of students in calculus courses finish with a grade of D or F, drop the course, or withdraw (Reinholz, 2009). This high failure rate has led to research studies investigating the teaching of calculus at the national level (House, 1995). Calculus courses have a history of high failure rates, low exam scores, and multiple course redesigns. This paper explored the relationship between teacher immediacy and communication competence from the student perspective on student achievement in calculus. Instead of focusing on course content, reform can come from revisions of the delivery method or instructor behaviors to improve student achievement. Previous studies focused on instructor behaviors and the motivation of teachers and efficacy (Gorrell, 1990; Schaller, 1993) from the instructor perspective. These studies lack student perspective. Calculus for Physical Scientists I at Colorado State University is currently in the process of reform (Klopfenstein, 2008). Past research (House, 1995; Reinholz, 2009; Pilgrim, 2010) has identified the need for reform. Research conducted to help students prepare, perform better, or understand concepts at a higher level, could be beneficial to the fields of Mathematics, Engineering, and Education. Overall, any research conducted to improve failure rates in calculus would be beneficial. Although, findings from this study did not show a statistically significant relationship between student achievement, teacher immediacy, and communication competence, the qualitative findings did show that students who were interviewed enjoyed learning tough concepts, such as calculus, from instructors who used these skills. By using a sequential explanatory design mixed methods study, student opinions expressed in the interviews and focus groups showed a desire for instructors to employ teacher immediacy and communication competence skills. Ruling out instructor behavior as a factor in explaining student achievement, including teacher immediacy and communication competence, may help direct future research to focus on competing theories. [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.]
ED552147
Measuring Teacher Immediacy and Communication Competence on Student Achievement in Calculus: A Sequential Explanatory Mixed Method Design
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9463-2
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551589
2015
As Provided
JAN2020
No
Interpersonal Competence
College Students
Attention Deficit Hyperactivity Disorder
Community Colleges
Surveys
Identification
Behavior Problems
Academic Achievement
Mixed Methods Research
Symptoms (Individual Disorders)
Self Esteem
Questionnaires
Multivariate Analysis
Family Relationship
Interviews
Tse, Marina
Dissertations/Theses - Doctoral Dissertations
Rosenberg Self Esteem Scale
Rosenberg Self Esteem Scale
English
Higher Education
Postsecondary Education
Two Year Colleges
Research indicates that up to 65% of children diagnosed with ADHD may continue to display general behavior problems, as well as specific symptoms of ADHD, later in life. In most of the studies, ADHD college students' self-esteem is strongly aligned with their social skills. The purpose of this study was to find directions that will assist ADHD students to succeed at college by identifying which factors affect their social skills and self-esteem, and, consequently, affect their academic achievement, their lives, and their careers. This study used a mixed method approach in which qualitative and quantitative research were combined. There were 88 participants, 44 ADHD students and 44 non-ADHD students from two two-year community colleges and a four-year private university. For quantitative research, the 44 ADHD students and the 44 non ADHD students, from these three institutions, completed three surveys; the Profile Information Form, the Social Interaction Anxiety Scale Survey Schedule and the Rosenberg Self-Esteem Scale questionnaires. The T-Test and MANOVA were utilized to measure the significance of the ADHD students' social skills and self-esteem compared to non-ADHD students. In qualitative study, eight themes to emerge from the interview data are as follows: 1) Diagnosis/Childhood Experiences, 2) ADHD Symptoms, 3) Self Esteem, 4) Family Support, 5) College accommodations, 6) Social Skills, 7) Medication, and 8) Goals and Professions. The result of the T-Test and the MANOVA test also illustrate that college students with ADHD have a lower level of self-esteem and poorer social skills when compared to the group of students without ADHD. These eight themes illustrate that ADHD symptoms affect participants' self-esteem and social skills and that between their social skills and self-esteem affect their social interactions and their academic achievement in college. [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.]
ED552148
Social Skills and Self-Esteem of College Students with ADHD
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9883-8
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551788
2015
As Provided
JAN2020
No
Teacher Education
Individualized Instruction
Elementary Education
Mixed Methods Research
Faculty Development
Teacher Surveys
Interviews
Likert Scales
Teacher Attitudes
Positive Attitudes
Elementary School Teachers
Baxter, Janet D.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Elementary Education
This mixed methodology study investigated the affects teacher training, or professional development, have had on the implementation of differentiated instruction in elementary classrooms. The study was conducted in a Southeastern Georgia school district. Data was collected using surveys and interviews. The surveys contained 20 questions and asked teachers to answer each question using a Likert Scale, which provided the researcher with quantitative data. There were 75 teachers surveyed. The interviews consisted of 15 open-ended questions and were conducted face-to-face with 10 teachers from the district studied, and provided qualitative data. The data showed that overall, teachers in the district had a positive attitude toward differentiated instruction, and its implementation, and were comfortable implementing differentiated instruction in their classrooms. Results of the data also revealed that the majority of elementary teachers who participated in the study reported that they had attended some type of professional development provided by the school district. Overall, teachers in the school district had a clear understanding of what differentiated instruction felt that it was necessary for student success in their classrooms. [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.]
ED552149
How Teacher Training Affects the Implementation of Differentiated Instruction at the Elementary Level
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9464-9
141
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551590
2015
As Provided
JAN2020
No
Foreign Countries
Critical Thinking
Educational Strategies
Technical Education
Vocational Education
Teacher Surveys
Statistical Analysis
Content Analysis
Factor Analysis
Small Group Instruction
Sulaiman, Nor Lisa
Dissertations/Theses - Doctoral Dissertations
Malaysia
Malaysia
English
Teachers should be critical thinking agents who guide students to become better critical thinkers through teaching strategies (Halpern, 1999). The purpose of this study was to investigate the extent to which polytechnic lecturers in Malaysia incorporate critical thinking into their teaching strategies. The web-based survey, Qualtrics, was used to disseminate the teaching strategies questionnaire to 4,529 lecturers at 27 Malaysian polytechnics. A non-experimental design was employed to explore: the most frequently used and effective strategies; and the relationships and differences among frequency of use, perception of effectiveness, and knowledge of critical thinking teaching strategies relative to the highest level of education, years of teaching experience, attendance at critical thinking workshops, and teaching major. The data were analyzed using frequencies, percentages, means, standard deviations, exploratory factor analysis (EFA), independent sample t-test, one-way ANOVA, and thematic content analysis. The response rate for this study was 7.9 percent, which included 358 lecturers. The findings from rank-ordering indicated that among the 58 critical thinking strategies, open-ended questioning was rated as the most frequently used strategy and small group discussions were perceived as most effective by lecturers. From 58 strategies, EFA determined four factors within, reduced to 25 strategies. The findings from open-ended questions revealed cognitive and affective domains were used for student learning outcomes and rubrics, examinations, presentations, and lab experiments were incorporated to assess students' critical thinking. The findings of this study provide useful information to promote intellectual growth in enhancing critical thinking strategies among lecturers in Malaysia. Critical thinking training for lecturers at Malaysian polytechnics is recommended to improve the usage, perceptions, and knowledge of critical thinking teaching strategies. [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.]
ED552150
Incorporating Critical Thinking: Teaching Strategies in Malaysian Technical and Vocational Education (TVE) Programs
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9601-8
257
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551660
2015
As Provided
JAN2020
No
Case Studies
Vocational Schools
Teacher Administrator Relationship
Principals
Vocational Education Teachers
Participatory Research
Action Research
Teacher Attitudes
Administrator Attitudes
Qualitative Research
Teacher Surveys
Interviews
Observation
Learning Theories
Trust (Psychology)
Glover, Joan
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
This participatory action research study explored principal/teacher relationships in an ameliorable career/technical school located in the mid-west United States. This study examined how teachers in this school perceive their relationship with the principal and how a principal perceives her relationship with the teachers. This empirical inquiry case study used an action research methodology to answer three research questions: (1) If relationships have a significant influence on student learning, how do teachers in an ameliorable school perceive their relationship with the principal? (2) If relationships have a significant influence on student learning, how does the principal in an ameliorable school perceive his/her relationship with the teachers? and (3) What are the implications of these perceptions for student learning outcomes in an ameliorable school in the context of the research that focuses on trusting relationships? Through the lens of Albert Bandura's Social Learning Theory and Vicarious Learning, a qualitative case study design was used to conduct an online survey for teachers, and an in-depth interview and observation of the principal. The study found that principal/teacher relationships at this school are influenced by perceptions of trust, efficacy, professional development, and communication. Recommendations were made and are being implemented by the principal and teachers as a result of this study. [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.]
ED552151
A Case Study of an Ameliorable Career/Technical School: An Exploration of Principal/Teacher Relationships
ProQuest LLC
Ed.D. Dissertation, Northern Kentucky University
2012-00-00
978-1-2678-9512-7
162
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551615
2015
As Provided
JAN2020
No
Leadership Training
Females
Transformative Learning
Graduate Surveys
Learning Activities
Reflection
Discussion (Teaching Technique)
Experience
Holistic Approach
Adult Education
Adult Educators
Suby-Long, Sallie
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Based on the theory of transformational learning, the purpose of this study was to conduct survey research with women graduates of two community-based leadership development programs to determine what characteristics describe transformational learning among women participants and to identify what learning activities and experiences may foster transformational change. The results of the study indicated that over half of the participants experienced transformational learning as a result of their participation in a statewide leadership development program and "The Integrated Work of Leadership" © (K. Tyler Scott, "The Inner Work of the Leader: Discovering the Leader Within", 1999; K. Tyler Scott, "The Integrated Work of Leadership: A Journey of Transformation", 2009). The women leaders identified personal reflection, verbally discussing concerns, experiences, and leadership issues; small-group discussions, and support from classmates/colleagues as the top learning experiences that fostered their transformational learning. The research results also showed that holistic, integrated leadership development experiences influence women's leadership, work, relationships, and community involvement. As increasing numbers of women are integrally engaged in all aspects of leadership within organizations and communities, adult educators and leadership development professionals must identify and implement effective learning approaches that enhance women's overall development and that are attentive to women's specific leadership development needs. Although there is research indicating that women benefit from individualized leadership development practices and research indicating that transformational learning is beneficial to learners, there has been a gap in the current knowledge base regarding women's transformational learning related to leadership, work, relationships, and community involvement. [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.]
ED552152
The Role of Transformational Learning in Women's Leadership Development
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2679-3934-0
142
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554073
2015
As Provided
JAN2020
No
Teacher Attitudes
Disabilities
Special Needs Students
Inclusion
Social Cognition
Mixed Methods Research
Art Education
Music Education
Physical Education
Library Instruction
Computer Uses in Education
Teacher Education
Teacher Surveys
Likert Scales
Positive Attitudes
Interviews
Hamblin, Carol Lee
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
For the past 30 years, educators have been challenged with mainstreaming students with disabilities into regular classrooms. Research has shown that teachers often lack the knowledge and training to implement inclusion programs effectively. Guided by Bandura's social cognitive theory, with a particular focus on self-efficacy, this mixed method, non-experimental, sequential explanatory design investigated teachers' attitudes toward children with disabilities who participated in their noncore classes of art, music, physical education, library, and computer studies. From a sample of 525 noncore teachers, 91 completed a quantitative 2-part survey. Data were analyzed by descriptive statistics, which found that on a 1 to 4 Likert scale of teachers' positive attitudes towards inclusion, the mean was less than 3. Qualitative data collection involved individual interviews with 10 teachers. A thematic analysis was employed to analyze these qualitative data, which revealed that teacher attitude was negatively impacted by lack of training, lack of support, the degree and type of the student disability, and limited involvement from the administrators. These findings suggest that revamping the curriculum in teacher training and certification programs would better equip new teachers to address the needs of the special education students in their classrooms. The modified curriculum would emphasize teaching to the strength of the students and understanding how the different types of disabilities impact students' ability to learn. The modified curriculum would address developmental levels as well, thus empowering new teachers to handle multiple educational needs within their classroom and guiding them to better assessment and student achievement. [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.]
ED552153
Teachers' Attitudes Concerning Students with Special Needs in Area Special Classes
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-8369-8
170
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550960
2015
As Provided
JAN2020
No
African Americans
Women Administrators
College Presidents
Community Colleges
Experience
Phenomenology
Student Personnel Workers
Interviews
Qualitative Research
Race
Sex
Humphrey, Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
This study explored the lived experiences of African-American women who became community college presidents from a student affairs pathway. The duality of the purpose of this study was to understand the making of a community college president per the "pathway" of student affairs, while simultaneously exploring a viable alternative to the "the pipeline" to the community college presidency for African-American women seeking the community college presidency. An interpretative phenomenological paradigm involving 10 participants with in-depth interviews was the methodology. The use of Willig's (2001) qualitative method of inquiry guided the data analysis. Five structural elements emerged from the data that described their lived experiences. These elements were summarized as: (a) Personal Pillars, (b) Professional Factors, (c) Advice, (d) Challenges, and (e) the Student Affairs Pathway. The conclusions drawn from the study involved race, gender and the pathway. One conclusion from this study was that these African-American women presidents did not allow race, gender, their student affairs background or other obstacles to hinder them from achieving the presidency. The second conclusion was that they had lived experiences that demonstrated that the student affairs pathway to the community college presidency for African-American women was viable. [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.]
ED552154
Experiences of African-American Female Community College Presidents Using a Student Affairs Pathway: A Phenomenological Study
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9527-1
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551624
2015
As Provided
JAN2020
No
Foreign Countries
Beginning Teachers
Job Satisfaction
Teacher Persistence
Academic Probation
Teacher Administrator Relationship
Leadership Styles
Expectation
Teaching Load
Social Support Groups
Professional Development
Teacher Placement
Faculty Mobility
Qualitative Research
Jusoh, Ruzina binti
Dissertations/Theses - Doctoral Dissertations
Malaysia
Malaysia
English
This study focuses on new teachers' job satisfaction and their challenges and experiences during their probationary period. This research concentrated on how their challenges and experiences affected their choice to leave the profession. Basic Interpretive Qualitative method was utilized to explore and understand new teachers' challenges and experiences during their probationary period. The sample for this study consisted of ten new teachers, eight females and two males who teach in the state of Selangor. The primary themes from the data were organizational, personal, and system. The organizational category was associated with school administrators' leadership style, expectation, support, workload and professional development courses, which was the main reason for leaving the profession. Personal related to financial problems was one of the reasons new teachers were leaving the profession. Finally, system, related to teacher placement, was also mentioned as one of the reasons for leaving the profession. The results of this study have application for the school organization seeking to retain new teachers in the profession. The major contributions of this study are related to new teachers' job satisfaction associated with leaving the profession and greater insight into practical applications and consideration necessary for the retention in the profession. It is important for individual new teachers to have an understanding of how to overcome challenges to enhance their job satisfaction. [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.]
ED552155
Job Satisfaction of New Teachers in Malaysia: Understanding Challenges and Experiences of Leaving the Profession
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9533-2
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551627
2015
As Provided
JAN2020
No
Preschool Education
Emergent Literacy
Skill Development
Private Schools
Public Schools
Scores
Constructivism (Learning)
Comparative Analysis
Statistical Analysis
Reading Fluency
Naming
Kindergarten
Young Children
MacDonald, Laurie C.
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
Almost half of the students who enter kindergarten come to school unprepared. Students who come unprepared for the academic demands of kindergarten are at risk for needing support throughout their education. The purpose of this study was to explore the relationship between the type of prekindergarten program (private, public, or none) attended and early literacy scores as assessed by Dynamic Indicators of Early Literacy Skills (DIBELS). The theory of constructivism served as the conceptual framework for this study. The research question examined the relationship between type of prekindergarten program and students' early literacy skills. Prekindergarten program data were collected from 31 parents, and students' DIBELS scores were used to compare initial sound fluency (ISF) and letter naming fluency (LNF) among groups. The results of ANOVA analyses indicated no difference in ISF scores, but there was a significant difference in LNF scores between students who attended a private or public prekindergarten compared to those who did not attend prekindergarten. Recommendations include providing all students with prekindergarten opportunities and conducting further research on the impact of prekindergarten on students' abilities. The implications for positive social change include the engagement of both parents and school administration in the understanding of the effects of prekindergarten on early literacy skills and the positive effects of providing prekindergarten opportunities to all children. [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.]
ED552156
The Relationship between Prekindergarten Programs and Early Literacy Skill Development
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-4500-6
90
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554415
2015
As Provided
JAN2020
No
Foster Care
Child Caregivers
Adolescents
Caregiver Child Relationship
Psychological Patterns
Diaries
Experience
Nelson, Dean R.
Dissertations/Theses - Doctoral Dissertations
Colorado
Colorado
English
The purpose of the study was to investigate if the emotional availability of caregivers is explanatory for successful adolescent foster care placement--from initial placement of an adolescent to age eighteen or emancipation from foster care, as mandated by the state of Colorado. Emotional availability of foster caregivers and the phenomenon's impact are critical when anticipating placement of an adolescent in a foster caregiving environment. An adolescent anticipates, desires, and needs a safe and enduring foster placement. The emotional impact affects the adolescent as well as the caregiver from the initial introduction to the foster home to emancipation from the foster care system. When an adolescent is placed in a foster home, two areas must be addressed by the caregiver. First, the adolescent arrives without any history with the foster family. Secondly the adolescent does not know the expectations of the foster caregivers, and the reciprocal is true for the caregivers. Initially, a foster adolescent needs a safe environment and the foster caregiver desires an adolescent who will express those desires. These two areas are difficult in the beginning of a foster placement and require positive parenting skills by the foster caregiver to facilitate each and nurture a quality relationship between the adolescent and the foster caregiver. Participants in the study included 6 adults who previously fostered adolescents within their homes. Four of the participants were adult females and two of the participants were adult males. All participants were from northeast Colorado and when formally fostering adolescents were licensed foster caregivers by the state of Colorado. The participants engaged in an extensive journaling exercise which answered 22 questions in a narrative format, which corresponded to the structure of the Emotional Availability (EA) Scales®, developed by Biringen and colleagues (Biringen, Robinson, & Emde, 2008). These areas are the components of emotional availability--sensitivity, structuring, nonintrusiveness, nonhostility, and child responsiveness/child involvement. Based on a constructivist paradigm the study focused on the experience within the caregiver-adolescent dyad as described by the caregiver's lived experience, both as an adult and a youth. There are always many interpretations and no foundational process by which ultimate truth can be determined. However, the trustworthy criteria of credibility, transferability, and dependability are the hallmarks of the paradigm and of this study. The research methodology was based on an inductive analysis and interpretation of the journal entries, which lead to an intent to develop a reality and thus, explain the caregiver-adolescent phenomenon and how emotional availability is an essential tenet of foster caregiving. The study found that if caregivers described engagement with their own caregivers while being raised, then they would be more fully engaged with their foster adolescent during placement. The research question, "does emotional availability inform the foster caregiving Experience," was supported in this study in the participants' responses. Emotional availability does inform foster caregiving. Therefore, the recommendation for this research is to evaluate perspective foster caregivers of adolescents as to their capacity to use the tenets of emotional availability. [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.]
ED552157
Emotional Availability: Foster Caregiving Experience
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9565-3
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551641
2015
As Provided
JAN2020
No
Nursing Education
Nursing Students
School Nurses
Statistical Analysis
Attitudes
Online Surveys
Competence
Standards
Undergraduate Study
Newell, Mary E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this quantitative research study was to identify the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and determine if they felt adequately prepared to effectively practice in the role of a school nurse. A descriptive, quantitative on-line survey was conducted of Washington State school nurses to determine if their initial nursing education provided adequate education for this unique role. The specialty of school nursing has one scope of practice that includes a broad range of nursing practice skills and standards. There are 17 standards that serve as the theoretical framework for the scope of school nursing practice and professional performance. Respondents were asked to rate their perception of competency attainment at six months post-graduation. The findings from this study suggest that additional didactic and clinical components should be incorporated in baccalaureate nursing programs to better prepare graduates for school nursing in Washington State. Participants were able to identify areas of school nursing practice that could have been addressed in more depth within their baccalaureate program and during their orientation to the role and responsibilities of a school nurse. It is evident that the role of school nurse has become more complex and additional education is necessary in order for the school nurse to adhere to school nursing standards and competencies, and provide evidence-based practice to students within the school setting. This study's findings support the need for further research into the practice and professional performance of school nurses within Washington State and the nation. [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.]
ED552158
Educational Preparation for the Role of the School Nurse: Perceptions of School Nurses in Washington State
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9568-4
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551643
2015
As Provided
JAN2020
No
Information Security
Federal Government
Public Agencies
National Security
Decision Making
Geographic Information Systems
Case Studies
Qualitative Research
Terrorism
Maps
Emergency Programs
Models
King, Steven Gray
Dissertations/Theses - Doctoral Dissertations
English
Geographic information systems (GIS) reveal relationships and patterns from large quantities of diverse data in the form of maps and reports. The United States spends billions of dollars to use GIS to improve decisions made during responses to natural disasters and terrorist attacks, but precisely how GIS improves or impairs decision making is not known. This research examined how GIS affect decision making during natural disasters, and how GIS can be more effectively used to improve decision making for emergency management. Using a qualitative case study methodology, this research examined decision making at the U.S. Department of Homeland Security (DHS) during a large full-scale disaster exercise. This study indicates that GIS provided decision makers at DHS with an outstanding context for information that would otherwise be challenging to understand, especially through the integration of multiple data sources and dynamic three-dimensional interactive maps. Decision making was hampered by outdated information, a reliance on predictive models based on hypothetical data rather than actual event data, and a lack of understanding of the capabilities of GIS beyond cartography. Geospatial analysts, emergency managers, and other decision makers who use GIS should take specific steps to improve decision making based on GIS for disaster response and emergency management. [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.]
ED552159
The Impact of Geographic Information Systems on Emergency Management Decision Making at the U.S. Department of Homeland Security
ProQuest LLC
D.Sc. Dissertation, Robert Morris University
2012-00-00
978-1-2678-8376-6
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550967
2015
As Provided
JAN2020
No
Performance Technology
Cost Effectiveness
Intervention
Decision Making
On the Job Training
Workplace Learning
Conventional Instruction
Web Based Instruction
Independent Study
Correlation
Demography
Employee Attitudes
Online Surveys
Mixed Methods Research
Welch, Corey M.
Dissertations/Theses - Doctoral Dissertations
English
This study addressed the need of human performance technology (HPT) practitioners to make the most cost-effective performance intervention decisions, introducing a new instrument, the Intervention Value Survey, as a possible tool to provide a clearer profile of an audience's perceptions of what provides them value. Using a mixed methods online survey, this study investigated people's perceptions about the value of different types of performance improvement approaches, and sought out correlations between demographic categories and their shared perceptions. Although generalizability was limited by response rate, results in the target population (U.S. employees of a mid-size high-tech manufacturer) showed that 50% or more of the participants had actually experienced instructor-led classroom, instructor-led distance, self-directed, online, on-the-job, and financial incentive interventions, while fewer than 50% reported experiencing non-financial incentives and job design/redesign interventions. Of the 8 types of interventions studied, on-the-job, instructor-led classroom, and financial incentive interventions had the highest mean scores and positive responses. Older age categories were correlated with increased positive value perception of instructor-led classroom learning, as was more job experience. Also, higher income levels were correlated with increased positive value perception for both financial and non-financial incentives. The greatest number of positive value examples was for instructor-led classroom and on-the-job training; for negative outcomes, online and self-directed learning received the most responses. These results suggest that the administration of this kind of instrument could provide important data to support intervention decisions within an organization, such as mitigation of perception of low value, or leverage of perception of high value, when addressing needs of different demographic groups. This type of study could also help HPT professionals understand whether their population is aware of the range of interventions they are experiencing, and how they see the outcomes of those interventions. Further, a broadly administered study could indicate perceptions and correlations in industries - or even the society at large - which could contribute to advancement of the HPT field. [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.]
ED552160
Perceptions of Value: A Study of Worker Characteristics and Performance Interventions
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9612-4
235
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551666
2015
As Provided
JAN2020
No
College Readiness
College Students
Community Colleges
College Freshmen
Academic Achievement
Educational Change
Developmental Programs
Case Studies
Qualitative Research
Focus Groups
Semi Structured Interviews
Program Implementation
Program Effectiveness
Best Practices
Comparative Analysis
Educational Strategies
Student Improvement
Learner Engagement
Kindle, Joan L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
The majority of the nation's first-year college students are not prepared to assume postsecondary level studies. Many are diverted to developmental education programs and most never attain postsecondary credentials. Educational reform is on the national agenda and challenges community colleges to address the growing lack of postsecondary achievement. The purpose of this instrumental multi-case study was to explore and analyze reformative strategies that effectively address college-readiness and achievement of underprepared community college students. A qualitative methodology was employed in analyzing strategies implemented at community colleges to improve college-readiness. A criterion-based selection process identified six community colleges recognized by the Achieving the Dream organization as Leader Colleges in improving student success and located within systems with statewide educational policy reform. In addition, purposeful sampling was used to design a focus group of field experts to examine effective strategies and best practice criteria. Data were collected via semi-structured interviews with Core Team Leaders who led implementation of reformative strategies at the six colleges. Collected demographic survey-data offered context and pertinent document reviews and focus group data contributed to the triangulation of evidence. The interviews yielded insight into 18 strategies designed to improve college-readiness. Findings include descriptions, evidence of impact, factors that supported effectiveness, perceived potential for wide-scale implementation, and recommended best practices. Cross-case analyses offered aggregated comparative analysis and a disaggregated examination of ten common strategies. Composite analyses revealed seven themes that underscore common purposes of the strategies and factors that improve effective implementation. Three common core purposes among the effective strategies include instructional reform, student engagement, and transition to college. Four thematic elements that support effective implementation of strategies include college culture, evidence of effectiveness, integrated systems, and committed leadership. A Relational Paradigm is offered that describes the multidimensional interplay between the core purposes of the strategies and the contextual factors that influence effective implementation. The Paradigm can be used to guide adaptation of strategies to fit unique college cultures. Implications for community colleges to improve college-readiness include the need for strong leadership with system-wide collaborations to create new instructional and organizational models that support student transition, engagement, and learning. [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.]
ED552161
Beyond the Dream: Improving College-Readiness of Underprepared Community College Students
ProQuest LLC
Ed.D. Dissertation, National-Louis University
2012-00-00
978-1-2678-9628-5
326
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551675
2015
As Provided
JAN2020
No
Inclusion
Middle School Students
Visual Impairments
General Education
Qualitative Research
Case Studies
Classroom Environment
Classroom Observation Techniques
Teacher Education
Educational Practices
Educational Background
Educational Experience
Teacher Characteristics
Federal Legislation
Disabilities
Literature Reviews
Teacher Surveys
Teacher Improvement
Special Education
Saunders, Anthony L.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This qualitative case study was conducted to examine the perceived challenges faced by students with visual impairments and the methods used by general education teachers at one middle school to create an academic and socially inclusive classroom environment. Public Law 94-142, which required students with disabilities to receive a free and public education in the least restrictive environment, ushered in an era of education for students who earlier would have been denied such an opportunity. A review of current literature identified challenges to inclusion such as teacher preparation, the need for educational specialists, and associated practical implications. Surveys provided information on the educational background and experience of the study participants. Interviews and classroom observation visits provided data pertaining to perceived challenges and the efficacy of the methodologies to overcome them. From this data, five themes emerged: (a) teacher training and education, (b) resources, (c) detail work, (d) pacing with peers, and (e) shyness. The study findings associated with these themes can be used to improve general education teachers' professional practice. The study concluded that while inclusion might not be easy to achieve, it can be an achievable goal. For this to happen, a number of things must occur: teacher preparation programs should require more than an introductory special education course, and general education teaching candidates should be required to take an additional class that focuses on the needs of students with visual impairments and other low-incidence disabilities. At the school site, the educational specialists and general education teachers must actively collaborate to meet the needs of the students with visual impairments. When this occurs, inclusion can become more than a mandated concept; it can become a reality. [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.]
ED552162
Inclusion of Middle School Students with Visual Impairments in the General Education Classroom
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2012-00-00
978-1-2678-9633-9
147
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551679
2015
As Provided
JAN2020
No
Coaching (Performance)
Professional Development
Teacher Attitudes
Attitude Change
Program Implementation
Models
Case Studies
Kubek, Jessica
Dissertations/Theses - Doctoral Dissertations
English
The overall purpose of this study was to examine the attitudes and participation in professional development activities of key stakeholders as related to the change of position from an Instructional Support Teacher to an Instructional Coach. Specifically, this study aimed to provide a detailed and extensive review of the implementation process and how it influenced teacher, administrator and staff attitudes toward professional development and coaching and the influence of those attitudes on teacher participation in professional development opportunities with an instructional coach as well as other forms of PD. This case study describes how the instructional coaching model of professional development was implemented in Sector A and whether teacher and staff attitudes towards coaching and professional development changed over the first two years of the implementation period. The goal of this research was to explore and determine staff attitudes towards the instructional coach and the impact of those attitudes on participation in professional development activities so future changes in the district can benefit from what was learned about the implementation of the Instructional Coaching model. [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.]
ED552163
Implementing the Instructional Coach Role as a Professional Development Option: A Case Study of the Change Process
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2012-00-00
978-1-2678-8407-7
231
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550984
2015
As Provided
JAN2020
No
Science Instruction
English Language Learners
Inquiry
Scientific Concepts
Vocabulary
Learning Experience
Sociocultural Patterns
Learning Theories
Qualitative Research
Case Studies
Interviews
Student Evaluation
Parents
Students
Homework
Journal Writing
Discussion Groups
Student Attitudes
Student Projects
Public Speaking
Student Motivation
Cultural Background
Cultural Capital
Family Characteristics
Ecology
Alignment (Education)
Parent Participation
Family School Relationship
Experiential Learning
Algee, Lisa M.
Dissertations/Theses - Doctoral Dissertations
English
English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings suggest that participation in an out-of-school contextualized inquiry science project increased ELL use of scientific language and understanding of scientific inquiry and motivation to learn. In addition, parent' funds of knowledge informed students' experiences in the science project. These findings suggest that the learning and teaching practices and the real life experiential learning contexts served as an effective means for increasing students' understandings and motivation to learn. [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.]
ED552164
Exploring English Language Learners (ELL) Experiences with Scientific Language and Inquiry within a Real Life Context
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Cruz
2012-00-00
978-1-2678-8436-7
493
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551007
2015
As Provided
JAN2020
No
STEM Education
Low Income Groups
Hispanic American Students
Achievement Gap
Educational Attainment
Institutional Characteristics
Teacher Student Relationship
Teacher Role
Advocacy
Qualitative Research
Santiago, Cecilia
Dissertations/Theses - Doctoral Dissertations
English
Despite the exponential growth of Latinos during the past decade and an increase in higher education participation, there continues to be a gap in degree attainment compared to other ethnic and racial groups in this country. This gap is even greater for low-income Latino students seeking a degree in STEM fields. A proposed solution for this gap has been the designation of funding for institutions with high Latino enrollment, known as Hispanic-Serving Institutions. However, little is known about the impact that these institutions have on student outcomes and even less, on how being Hispanic-Serving influences the practices of those who teach and lead within this context. The purpose of this qualitative study was to identify the ways in which faculty, who were nominated by students, acted as institutional agents for low-income Latino students in science, technology, engineering, and math (STEM) disciplines at Esperanza University, a four-year public Hispanic-serving Institution (HSI). The interviews of the five students and six faculty members who participated in this study reinforced the significance of student-faculty relationships, as those relationships facilitate the students' integration into the academic and social fabric of the institution. Their stories illustrated the different forms of support that faculty offer their students, which characterizes them as institutional agents. The results of this study affirmed that faculty members are in a position to contribute positively and significantly to the educational experience and success of low-income Latino students, specifically those in high demand fields like STEM. [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.]
ED552165
Faculty as Institutional Agents for Low-Income Latino Students in Science, Technology, Engineering, and Mathematics Fields at a Hispanic-Serving Institution
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9847-0
202
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551758
2015
As Provided
JAN2020
No
Middle School Teachers
Parent Teacher Cooperation
Low Income Groups
Minority Groups
Early Adolescents
Qualitative Research
Case Studies
Parent Attitudes
Teacher Attitudes
Principals
Administrator Attitudes
Self Efficacy
Teacher Role
Smith, Nancy Thompson
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Students whose parents have productive relationships with their teachers tend to perform better in school than those who do not (Hughes & Kwok, 2007). Low income students and students belonging to certain minority groups tend to perform less well in school than their higher income, Caucasian peers (McKinley, 2009). The parents of low-income students and of certain traditionally lower achieving minority groups are also less likely to experience productive relationships with their child's teacher (Joshi et al., 2005; Kim, 2009; Lareau & Horvat, 1999; Pena, 2000; Saft & Pianta, 2001). The purpose of this study was to explore factors that influence the building of relationships between low-income parents and parents of certain minority groups and their adolescent's teacher. This study employed a qualitative case study methodology to examine teacher and principal perceptions regarding the building of relationships with their students' parents. Specifically, teacher self-efficacy was examined in regard to his/her perceived ability to develop relationships with parents. In addition, how the teachers and the principal constructed the parent's and the teacher's role in their relationship with each other was also studied. Data revealed that teachers who expressed high levels of self-efficacy tended to mediate barriers to building relationships with parents. Furthermore, the way the teacher constructed the teacher's and parent's role influenced the types of relationships he/she reported being able to build with parents. The principal's role construction for parents and teachers in their relationships with each other was also found to influence the teachers' role constructions in that relationship. The implications drawn from this study suggest that teachers' role constructions can influence the teacher's success in building productive relationships with parents and that these role constructions are not immutable. Furthermore, many seemingly insurmountable barriers to building relationships with parents can be overcome. [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.]
ED552166
What Shapes Middle School Teachers' Abilities to Build Productive Parent-Teacher Relationships? The Roles of Self-Efficacy and Teachers' and Principal's Role Constructions
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9860-9
195
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551769
2015
As Provided
JAN2020
No
Program Evaluation
Accountability
Sanctions
Educational Legislation
Public Schools
Educational Policy
Achievement Gap
Educational Improvement
School Effectiveness
Educational Indicators
Achievement Gains
Language Arts
Mathematics Achievement
Science Achievement
Comparative Analysis
Van Horn, Mark Louis
Dissertations/Theses - Doctoral Dissertations
California
California
English
In 1999, California was among the first schools in the nation to initiate an accountability model for public education using a method for system measurement of academic improvement constructed on the bedrock of standards-based education. The State also included a new twist...sanctions. Schools that failed to make expected progress, as measured annually through the California Department of Education's Academic Performance Index, were held accountable to a preconceived set of severe consequences. This accountability model, known as the Public Schools Accountability Act (PSAA) (Education Code, Sections 52053-52055.52) preceded the No Child Left Behind Act by two years. To the present day, California remains one of a handful of states with dual-accountability systems, one state and one federal. Within two years of the inception of the Public Schools Accountability Act, disparate gaps in achievement became apparent among California's schools. In accordance with the inherent foresight, which policymakers had earlier written into the PSAA legislation, interventions in the form of grants to schools were offered. Schools voluntarily applied for either one or both of the grants--the High Priority Underperforming Schools Grant and/or the Immediate Intervention/Underperforming Schools Grant. Acceptance of these funds was prerequisite to also consenting to sanctions should the school fail to make expected improvement based upon the growth criteria of the Academic Performance Index. The intent of this study set out to present evidence sustaining the argument that, while State sanctions did bring about a small measure of improvement on the Academic Performance Index, the sanctions also resulted in achievement beyond what would be expected from similarly ranked public schools. The methodology employed was a matched pre post study incorporating measures from the State's Academic Performance Index scores, the federal Adequate Yearly Progress performance band percentages (both English Language Arts and Mathematics) and the mean scaled-scores for Science. The methodology included comparison schools for each of the two SAIT treatment cohorts (totaling 99 schools each for both treatment and non-treatment). The comparison schools were selected from California's Similar School's index, which ranks each school in California with 100 comparable schools based primarily upon analogous demographics. [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.]
ED552167
An Evaluation of the School Assistance and Intervention Team Process in California Public Schools: Lessons Learned and Indications for Policy Change
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9889-0
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551794
2015
As Provided
JAN2020
No
Ethics
Personality Traits
Films
Teaching Methods
Content Analysis
Mixed Methods Research
Ethical Instruction
Socialization
Intellectual Development
Moral Values
Creative Thinking
Critical Thinking
Psychology
Social Theories
Learning Theories
Classification
Modeling (Psychology)
Evaluation Criteria
Selection Criteria
Transformative Learning
Cognitive Ability
Attitude Change
Phaire, Dorothy W.
Dissertations/Theses - Doctoral Dissertations
English
Despite abundant research substantiating the value of teaching with films, there is a dearth of accessible resources that can help educators select films for positive modeling of character strengths. This scarcity exists in spite of the evidence that supports the efficacy of films' influence on young people. Young people today are receiving ever-increasing socialization influences from movies. Acknowledging the dynamics of this phenomenon, educators bear a responsibility to harness this potential resource in helping students deal with moral and ethical dilemmas as a useful component of an obligation to help strengthen their character development and intellectual growth. Film pedagogy offers an opportunity to effectively engage students in learning while building character strengths as well as promoting critical and creative thinking. In order to identify a conceptual framework for film selection taxonomy as a tool for fostering character development, this study used mixed-method content analysis. Following a narrative, interpretive approach to qualitative research, this study examined the character attributes of film protagonists/antagonists and examined images and underlying messages in the storylines for 10 selected films. The theories that framed this study were positive psychology theory (Peterson & Seligman, 2004), which maintains that virtues and character strengths can be identified and fostered, and social learning theory (Bandura, 1986), which asserts that children learn by modeling what they see. Positive role modeling as postulated by social learning theory and character development as endorsed by positive psychology theory set the foundations upon which better academic performance and transformative learning can take place. Through the emerging data, this study has provided a conceptual framework for a taxonomy of film selection that supports the development of character strengths and deep learning in young people. It provides practical assessment criteria in selecting and using films that have the potential to model character strengths. Findings from this study can be used by educators, counselors, psychologists, intervention-program designers, parents, and others who are invested in instilling character strengths and virtues in young people and effecting change in their cognitive skills, attitudes, and behaviors. [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.]
ED552168
Linking Character Strengths and Learning with Films: A Content Analysis of Films for Adolescents
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9912-5
311
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551812
2015
As Provided
JAN2020
No
Geographic Information Systems
Geographic Location
Cognitive Processes
Information Dissemination
Sharing Behavior
Computer Mediated Communication
Reputation
Interpersonal Communication
Social Networks
Participation
Field Studies
Experiments
Surveys
Users (Information)
Xiong, Li
Dissertations/Theses - Doctoral Dissertations
English
This study examines how emergent communities might show different patterns of uses and perceptions for communication and profile features when geolocation features are used. It explores the ways that location awareness moderates the social and cognitive processes that motivate people's participation in the sharing of personal information online. In a field experiment ( "N" = 94), participants were assigned to use customized websites with or without geolocation features that filtered information shared by and shown to the users. Participants' uses were captured with server logs, and their perceptions of the respective user communities were assessed with two follow-up surveys. The results suggest that the use of reputation systems has a positive influence on the perceived reciprocity in a community, which is even stronger when geolocation information is attached to user profiles and user-generated content. Second, the use of social matching systems such as tag-based recommendations of interests and connections is positively associated with perceived interpersonal bonds and social identities in a community. Geolocation awareness also reinforces the influence of the use of social matching systems on perceived interpersonal bonds. Finally, generalized reciprocity and social identification positively contribute to the perceived quality of information contribution. The implications for the development of online sharing communities through the design and use of reputation, recommendation, privacy and geolocation features are discussed. [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.]
ED552169
The Social Meaning of Sharing and Geocoding: Features and Social Processes in Online Communities
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9916-3
218
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551815
2015
As Provided
JAN2020
No
Elementary School Teachers
Reading Teachers
Reading Instruction
Pedagogical Content Knowledge
Access to Education
Teacher Effectiveness
Measures (Individuals)
Correlation
Reading Achievement
Predictor Variables
Baker, Beth
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Education
Opinion regarding the importance of skilled reading converges in an almost unanimous voice. Despite the overwhelming importance of reading, 33% of fourth graders experience reading failure (The National Center for Education Statistics, 2009). Additionally, classrooms are composed of diverse learners with various learning styles and abilities (Edyburn, 2007). The variable of teacher effectiveness has been substantially documented as it relates to student achievement. One factor contributing to teacher effectiveness includes disciplinary knowledge (Spear-Swerling & Cheesman, 2011). The purpose of the present study was to explore the influence of teachers' knowledge of language components and teachers' knowledge of Universal Design for Learning on students' reading performance. Participants were 67 elementary K-2 teachers from two counties in Northwest Florida. Two instruments were used in the data collection. The teachers reported the students' reading performance from the most recent results of the Discovery Education Assessment. The researcher performed Pearson product-moment correlation analyses to explore the relationships between the variables. According to the results on both knowledge instruments, a lack of knowledge about the constructs addressed was evident. No significant correlation was found between teachers' knowledge of language and teachers' knowledge of Universal Design for Learning and students' reading performance. The results of the study contributed to the body of knowledge about what teachers need to know to increase reading performance as well as the need for further research to inform preparation, instruction, and policy. The need for improved teacher training and professional development is supported by the research. In addition teachers' knowledge of language and Universal Design for Learning were addressed together. [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.]
ED552170
Influence of Teachers' Knowledge of Language Components and Universal Design for Learning on Students' Reading Performance
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-8444-2
122
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551013
2015
As Provided
JAN2020
No
Beginning Teachers
Student Teacher Attitudes
Awards
Teacher Motivation
Statistical Analysis
Questionnaires
Online Surveys
Teacher Surveys
Factor Analysis
Comparative Analysis
Demography
Predictor Variables
Likert Scales
Elementary School Teachers
Secondary School Teachers
School Location
Urban Schools
Suburban Schools
Rural Schools
Gender Differences
Age Differences
Statistical Significance
Program Effectiveness
Ballew, M. Jean
Dissertations/Theses - Doctoral Dissertations
Kansas
Kansas
English
Elementary Education
Secondary Education
Elementary Secondary Education
This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession. This quantitative study gathered data from an on-line questionnaire sent to teachers who received the Kansas Horizon Award from 2003 through 2011. The study used exploratory factor analysis, descriptive statistics, and analysis of variance procedures to ascertain whether or not there was any significance regarding the way awardees responded to 15 Likert items. The data were compared to six demographic variables: year of award; age of winner at the time of the award; level taught-elementary or secondary; location of school-urban, suburban, or rural; gender; and teaching status. Each of the 15 Likert items were aligned with one of the four factors identified by the factor analysis-internal influence, expectations, external influence, and commitment to the profession. The significant statistics from the factor analysis ranged from 0.506 through 0.900. The analysis of variance showed significance for three factors and variables.(1) The most recent awardees (2009-2011) perceived a greater influence from the award regarding expectations (p = 0.03) than did those teachers who won the award in previous years. (2) Teachers from urban schools perceived a greater significance from the award regarding external influence (p = 0.05) than those from suburban schools. (3) Females perceived a greater influence from the award than did males regarding commitment to the profession (p = 0.03). Recommendations for practice include the need for increased awareness of administrators regarding the importance of awards and recognition for teachers, increased support for teacher attendance at the state conference, and increased leadership opportunities for awardees. Recommendations for further research include studies of how administrators choose nominees for awards and why some never nominate anyone, the relationship between leadership opportunities and awards, and retention of award-winning teachers. [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.]
ED552171
Teachers' Perceptions of the Influence of Awards Received for Excellence in Teaching Early in Their Careers
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8446-6
162
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551015
2015
As Provided
JAN2020
No
Parent Participation
Kindergarten
Young Children
Writing (Composition)
Emergent Literacy
Writing Workshops
Constructivism (Learning)
Comparative Analysis
Statistical Analysis
Parent Influence
Anderson, Somer Knight
Dissertations/Theses - Doctoral Dissertations
English
Kindergarten
Primary Education
Early Childhood Education
Although researchers have studied parental involvement and reading achievement, few have examined the effects of parental involvement on young children's developmental writing. The purpose of this study was to explore the relationship between parent involvement in a writing workshop and the writing development of kindergarten students in an emergent literacy classroom. Drawing from the constructivist theory, the study was designed to explore children's gains achieved by working with peers and adults. Differences in student writing scores among 54 students were compared between children whose parents attended a writing workshop offering strategies on how to help a kindergartener evolve as a developing writer and those who did not. Writing samples were scored using the Developmental Stages of Writing rubric. ANCOVA analysis indicated no significant differences in adjusted mean writing scores between students whose parents attended and those who did not, F(1, 51) = 1.86, MSE = 1.33, p >0.05. Despite this result, a significant factor to this study was parental interest in understanding how to nurture their children's development as writers. Social change can result from an increased understanding of how to develop young writers. This study offers implications for positive social change by engaging parents and creating a learning environment for parents on how their writer develops. With the development of young writers, educators and parents can assist in establishing a society of productive and discerning citizens. [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.]
ED552172
The Impact of Parental Involvement on Kindergarten Student Writing Development
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-0542-0
137
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552212
2015
As Provided
JAN2020
No
Social Work
Graduate Study
On Campus Students
Synchronous Communication
Electronic Learning
Social Cognition
Learning Motivation
Self Efficacy
Goal Orientation
Conventional Instruction
Comparative Analysis
Private Colleges
Distance Education
Delivery Systems
Educational Technology
Correlation
Affective Behavior
Zaker, Sara Behani
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Much of the research literature on learning technologies and distance education has concentrated on achievement, with little to no emphasis on factors pertaining to motivation. This lack of research is a concern given the high enrollment and low retention rates in distance education programs. The focus of this comparative study was to investigate potential differences between socio-affective and cognitive factors related to motivation across methods of instructional delivery. The social cognitive model of reciprocal determinism was adapted and applied to frame the discussion of factors including feelings of belonging to the academic community, domain-specific self-efficacy, and goal orientation. These variables were compared between students in a traditional face-to-face Masters of Social Work program and those enrolled in an online, synchronous version of this program. Both programs examined in this study have comparable course work and they are offered at the same top-tier, not-for-profit, private university. This study employed a non-experimental design and quantitative approach to assess correlational relationships between the aforementioned social cognitive variables. The results of this study report significant findings with regard to differences in constructs across instructional delivery, in addition to significant and predictive relationships between constructs. The implications of this study are important for the field of education as it provides a new perspective for the transformation of educational institutions. [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.]
ED552173
Instructional Delivery as More than Just a Vehicle: A Comparison of Social, Cognitive, and Affective Constructs across Traditional Oncampus and Synchronous Online Social Work Graduate Programs
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9938-5
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551825
2015
As Provided
JAN2020
No
Politics of Education
Governance
Power Structure
Boards of Education
Superintendents
Unions
School Districts
Resource Allocation
Comparative Analysis
Case Studies
School District Size
Urban Areas
Urban Education
Decision Making
Zeehandelaar, Dara B.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
School districts have two general courses of action to maintain fiscal solvency and raise student achievement in the face of drastic funding cuts. They can reduce spending on teachers, a strategy opposed by many teachers' unions because it threatens teacher job security. They can also cut expenditures in other areas such as instructional programs and materials, transportation, or non-teaching personnel, but they risk losing support from parents and community members who want to maintain high-quality options for students. There is a growing body of research showing that boards, superintendents, and teachers' unions (alone and as they interact with one another) are highly influential in the decisions school districts make when they allocate resources. However, there is currently no clear understanding of what in practice defines a "powerful" school board, superintendent, or teachers' union, nor is it widely understood how each uses political power to influence district decision-making. Using a theory-driven comparative instrumental case study of two large, urban, politically-active school districts, I examined how school boards and their members, superintendents and central office administrators, and teachers' union leaders strategically used power to affect the outcomes of decision-making and protect their interests. To frame and analyze case study data, I combined political systems, organizational, and power theories, and then used the resulting framework to describe the power resources available to each group and the strategies each used to leverage their resources. I also investigated contextual determinants of resource availability, strategy choice, and strategy success. This dissertation presents four major findings about the two case study districts. First, the more vocal, visible union that used high-conflict interest group strategies was likely desperate, not powerful. That union was forced to act outside of the district's formal decision-making processes. As a result it had fewer resources, and its power strategies were less successful, than the union that had been invited to act from within. Second, while board members were theoretically the strongest district actors because of their legitimate authority over local education governance, in both case study districts the board was not, in practice, powerful in comparison to other actors. In one district, the board was weaker than the superintendent because it ceded its authority to administrators. In the other, the board diminished their own autonomy when board members were overly responsive to community and union demands. This is related to the third finding: The relative power of the superintendent was contingent on the amount of authority ceded to him by the board and permitted to him by the public. Both superintendents were very powerful when they had the ability to, and chose to, use their sizable knowledge resources and access to decision-making. Finally, certain environmental conditions significantly decreased resource value and strategy effectiveness in these districts. I define these conditions as community constraint (devaluation of existing resources), systemic exclusion (limited access to the resource exchange marketplace), external uncertainty (depletion or elimination of local resources by outside forces), and internal conflict (when resources are frozen by disagreement before they can be used). [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.]
ED552174
The Local Politics of Education Governance: Power and Influence among School Boards, Superintendents, and Teachers' Unions
ProQuest LLC
Ph.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9941-5
308
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551827
2015
As Provided
JAN2020
No
History Instruction
Epistemology
Critical Thinking
Middle School Students
Middle School Teachers
Social Studies
Grade 7
Case Studies
Classroom Environment
Mixed Methods Research
Heuristics
Interviews
Scores
Observation
Essays
Clark, Tammy Lynn
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Historical thinking is an integral part of understanding and doing history, as well as a good example of the kind of critical thinking necessary in today's society. This study, conducted in two phases, investigated ways in which students are brought to this higher level of thinking in the social studies classroom. Data collection occurred over two school years and encompassed four sections each of a seventh grade social studies course taught by two middle school social studies teachers. Phase I of the study was an interpretive case study that sought to better understand the possible connection between the epistemologies in the classroom of the teacher participants and their practices. The same teacher participants were recruited for Phase II, this time with data from Phase I of how their epistemic stances in relation to the discipline of history affected their classroom learning environments. Phase II was a mixed-methods study that sought to understand students' ability to use the historical literacy heuristic contextualization. More specifically, I was interested in investigating (1) the effect that cognitive apprenticeship and the use of multiple texts aimed specifically at encouraging historical thinking has on students' ability to contextualize and (2) the effect that cognitive apprenticeship in contextualized thinking has on students' tests scores. Observational field notes, student essays, and teacher interviews were analyzed qualitatively and student test scores and papers were analyzed quantitatively. Data from the first phase was important in understanding and interpreting data gathered in the Phase II and pointed to teacher epistemologies as an important link. [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.]
ED552175
Student Contextualization in the History Classroom: The Roles of Cognitive Apprenticeship and Teacher Epistemology
ProQuest LLC
Ph.D. Dissertation, State University of New York at Albany
2012-00-00
978-1-2679-0355-6
130
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552114
2015
As Provided
JAN2020
No
Innovation
Computation
Models
Social Sciences
Computer Software
English
Lexicology
Coding
Written Language
Data Analysis
Casstevens, Randy M.
Dissertations/Theses - Doctoral Dissertations
English
Innovation processes are critical for preserving and improving our standard of living. While innovation has been studied by many disciplines, the focus has been on qualitative measures that are specific to a single technological domain. I adopt a quantitative approach to investigate underlying regularities that generalize across multiple domains. I use a novel approach to better understand the innovation process by combining computational models with empirical data on software development, on one hand, and the evolution of the English lexicon on the other. Innovation can be viewed as the recombination and mutation of existing building blocks. I focus on how building blocks are used to generate innovations. The building blocks are pieces of code (e.g., functions or objects) for the software development data and words for the written language. These data lie at extremes of time scales: innovation occurring over the course of a few days or a week in the case of software while language evolution occurs over decades or centuries. This allows the examination of innovation processes that range from highly-constrained to completely open-ended. Computational methods reinforce the findings from the data analyses and permit exploration of the general features of innovation processes through the construction of abstract models. [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.]
ED552176
Innovation from a Computational Social Science Perspective: Analyses and Models
ProQuest LLC
Ph.D. Dissertation, George Mason University
2013-00-00
978-1-2678-9948-4
237
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551834
2015
As Provided
JAN2020
No
Males
African American Students
Spiritual Development
Educational Experience
College Students
Gender Differences
Christianity
Institutional Characteristics
Whites
Classification
Religious Factors
Qualitative Research
Phenomenology
Interviews
Conflict
Sexuality
Student Attitudes
Rice, Stephen J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Understanding the different aspects of the college experience of African American males in a predominantly White institution is an important topic for researchers. This focus directly responds to the despairing statistics surrounding collegiate African American males, who often show lower graduation rates compared to other racial groups. The need to refocus research is especially urgent given the significant gap between male and female African American college students. One often-overlooked issue concerns the religious engagement of African American Christian males at predominantly White institutions, and how that engagement may shape their college experience. Based on the overwhelming data received by the participants, this study, which originally set out to look at spirituality in African American males, opened up to an exploration of religious engagement. The study aimed to answer the following research question: How does religious engagement shape the college experience of African American Christian males at a predominantly White institution. The research sub question is: How do African American males define spirituality? This study's framework draws upon the research of Alexander Astin, Helen Astin, and Jennifer Lindholm (2011) on the religious life of college students. These researchers categorized how students manage their religious life into three key areas: (a) religious commitment, (b) religious engagement, and (c) religious conservatism. The present study focused mainly on religious engagement. Qualitative methods, specifically phenomenology in the form of one- on-one interviews were used to gather the data. The participants were recruited through a snowball effect, which resulted in 11 students who identified as African American or Black males having a spiritual background (however they defined it) and functioning as full-time students at the host site. The results showed evidence that religious engagement shapes the college experience of African American males at a predominantly White institution. These findings were shown through (a) the various ways that students engaged in their religion lives, (b) how the students used their religious engagement to define their purpose, (c) how the students tried to develop their own personal religious identities, and (d) the importance they granted to creating their own religious communities. New findings from the study included the recognition that students were struggling to deal with aspects of college life that were odds with their religious identities. The student-participants were trying to find ways to navigate conflicting issues in college, such as having sex, partying, and consuming alcohol. At the end of the dissertation, the researcher offers recommendations and implications for university administrators to consider. [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.]
ED552177
How Religious Engagement Shapes the College Experience of African American Christian Males at a Predominantly White Institution: A Phenomenological Approach
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9838-8
151
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551753
2015
As Provided
JAN2020
No
Educational Finance
Financial Support
Funding Formulas
Models
Statistical Analysis
Comparative Analysis
School Size
School Location
Community Colleges
Demography
Full Time Students
Age Differences
Ethnicity
Educational Attainment
Measures (Individuals)
Krueger, Cynthia A.
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Two Year Colleges
Higher Education
Postsecondary Education
This study examined Ohio's community college performance funding model that is based on seven student success metrics. A percentage of the regular state subsidy is withheld from institutions; funding is earned back based on the three-year average of success points achieved in comparison to other community colleges in the state. Analysis of variance was used to make comparisons between institutions based on institutional size, institutional location, and student demographics. There were no significant differences found in the amount of performance funding earned for institutions based on location or sex of the student population. Size of the institution, percentage of full-time students, age of the student population, and ethnicity of the student population were found to significantly influence the amount of performance funding earned. In general, the performance metrics utilized by Ohio do measure institutional progress toward increasing the educational level of the workforce and meeting state goals. The distribution of funding is influenced by institutional size and student demographics. Since institutions are compared against state totals, it is possible for an institution to achieve a greater number of success points yet earn a lower percentage of total state points and thus receive less funding. Ohio needs to consider how institutional improvements are compared and funding is distributed. [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.]
ED552178
Funding Ohio Community Colleges: An Analysis of the Performance Funding Model
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9954-5
219
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551838
2015
As Provided
JAN2020
No
Higher Education
College Students
College Faculty
Posttraumatic Stress Disorder
Instructional Design
Comparative Analysis
Teacher Surveys
Teacher Attitudes
Pedagogical Content Knowledge
Force, Marilynn
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Many students enter the postsecondary classroom with Post Traumatic Stress Disorder (PTSD), but do not disclose their disability for fear of stigma from the school and the instructors they must face. For the past 7 years, this author has noticed that, when instructional designs incorporate practices that meet the needs and learning processes of the student when it is difficult for them to meet the goal of mastery, the subject matter to be learned can be successfully achieved. The purpose of this study was to examine the instructional design practices of postsecondary education, how those practices were developed, established, and implemented. The focus was to compare and contrast whether the established instructional designs could incorporate new instructional designs with the needs of the student with PTSD. New instructional designs were found that can be implemented within the classroom, and attitudes toward instructional design were surveyed to find the attitudes of instructors' approach to helping students within the classroom. The outcome of the survey findings found in this paper that was distributed to a select group of universities supported this author's assumption that, in general, university instructors care deeply about their students' learning the subject material presented in class. However, many of those instructors do not have a formal pedagological base of knowledge in instructional design upon which they can draw. [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.]
ED552179
What Are Professors Doing in the Classroom That Might Attenuate Learning Issues That Challenge Students with Post Traumatic Stress Disorder?
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-2678-9958-3
123
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551841
2015
As Provided
JAN2020
No
Geometry
Secondary School Mathematics
Mathematics Teachers
Secondary School Teachers
Computer Software
Computer Uses in Education
Learner Engagement
Interviews
Grounded Theory
Mathematics Activities
High School Students
Nirode, Wayne
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Secondary Education
High Schools
This study examined teachers' use of student tasks involving dynamic geometry software, in which a figure is constructed then altered while maintaining its constructed properties. Although researchers, professional organizations, and policy makers generally have been proponents of dynamic geometry for instruction, there is little research about how and why teachers implement dynamic geometry tasks for student engagement. This study sought to fill this gap. This investigation explored how and why 12 high school geometry teachers from southwestern Ohio engaged their students with dynamic geometry tasks. In addition, this study examined the teachers' enactment of such tasks in prior years and their plans for future use. Via a naturalistic inquiry design, the researcher interviewed each teacher and studied the printed dynamic geometry tasks that the teachers used with their students. The data analysis applied grounded theory methodology. The teachers had been using dynamic geometry 1-8 years, were teaching at a wide variety of schools, and were using dynamic geometry tasks in similar ways. The teachers used convergent dynamic geometry tasks (tasks for which students followed the same steps to arrive at the same results) to guide students to discover conjectures or verify theorems, to provide students with accurate dynamic visual aids, and to have a change of pace from the usual classroom routine. Many teachers experienced restricted access to computers. The teachers were proficient in what they had students do with dynamic geometry but not much beyond that, and they were interested in professional development. Teachers' present use of dynamic geometry built minimally on their past use, and it is likely that their future use will build only slightly on their present use. The researcher hypothesizes that teachers used convergent tasks due to their limited conception of high school geometry. In particular, there was a conspicuous absence of a connection to proof in the tasks. Consequently, the researcher developed a framework for dynamic geometry tasks with four phases leading to proof: construct, explore, conjecture, and prove. The researcher recommends that future investigations be conducted in conjunction with curriculum development or teacher professional development or both. [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.]
ED552180
An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement
ProQuest LLC
Ph.D. Dissertation, Ohio University
2012-00-00
978-1-2679-3731-5
293
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553968
2015
As Provided
JAN2020
No
Special Education
Special Education Teachers
High School Students
Secondary School Teachers
Mathematics Instruction
Teacher Attitudes
Student Attitudes
Student Empowerment
Cooperation
Qualitative Research
Constructivism (Learning)
Direct Instruction
Learner Controlled Instruction
Feedback (Response)
Student Participation
Individualized Instruction
Pedagogical Content Knowledge
Neese-Blackman, Chris J.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this qualitative study. The theoretical framework proposed that a balance between constructivism and direct instruction within a student-centered classroom would encourage student voice and provide immediate feedback to teachers in their selection and use of instructional strategies. The literature suggests that students offer a unique perspective on learning and that when listened to could have a positive impact. According to fifteen student participants and three special education teachers, collaboration between students and teachers did not exist, yet suggestions for encouraging this two-way dialogue emerged. Additionally, the instructional strategies that were identified as having a positive impact on learning surfaced within the context of three qualities of an effective teacher: student connectedness, differentiated instruction, and subject competence. Recommendations invite school districts to consider subject knowledge in teacher assignment and for policy leaders to include student voice as a component of teacher evaluation systems in an effort to improve math instruction and have a greater impact on student learning. [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.]
ED552181
The Voice of Special Education Math Students and Their Teachers: A Collaborative Approach to Specially Designed Instruction
ProQuest LLC
Ed.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4769-7
141
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554582
2015
As Provided
JAN2020
No
Chinese
Diachronic Linguistics
Morphology (Languages)
Phonology
Intonation
Suprasegmentals
Language Research
Syllables
Generalization
Morphemes
Role
Li, Jian
Dissertations/Theses - Doctoral Dissertations
English
The history of Chinese language is characterized by a clear shift from monosyllabic to disyllabic words (Wang, 1980). This dissertation aims to provide a new diachronic explanation for the rise of disyllables in the history of Chinese and to demonstrate its significance for Modern Chinese prosody and lexicalization. A corpus of 300 Lianmian words in Old Chinese was compiled, including 96 Shuangsheng words, 172 Dieyun words and 32 Splitting-sound words. This study builds on previous morphological and phonological research on disyllables in Chinese and looks closely at detailed aspects of Old Chinese sound patterns and their evolution. Based on the analysis of sound patterns of Splitting-sound words and Dieyun words in Old Chinese, evidence from neighboring languages, statistical analysis of the development of Old Chinese, and reconstructed syllable structure, I argue that the simplification of complex onsets in Old Chinese was a central motivating factor for the rise of the earliest disyllabic forms--Splitting-sound words. Monosyllabic words with historic initial CL clusters (L a liquid), undergo fission, surfacing as disyllables where the first syllable has the simple C onset and the second the L onset. The occurrence of the liquid in the second syllable onset preserves consonant identity, which would otherwise be lost in the onset simplification process. Generalization of this process soon gave rise to another type of mono-morphemic disyllable--Dieyun. Once onset simplification was complete, around Late Old Chinese to Early Middle Chinese period, phonological motivation for syllabic fission disappeared. Mono-morphemic disyllables lost their productivity at this point. The disyllabic template they defined was preserved, giving rise to productive formation of disyllabic compounds. This word-formation process appears to be responsible for the dominance of disyllables in many modern Chinese languages spoken today. This diachronic phonological research accounts for issues that previous studies fail to address. It reveals the relation between the rise of disyllables and the creation of Lianmian words, the relation between the creation of Lianmian words and the simplification of Old Chinese phonology. It enriches our understanding of the role of Lianmian words and of Old Chinese phonological development in Chinese historical disyllabicity. [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.]
ED552182
The Rise of Disyllables in Old Chinese: The Role of Lianmian Words
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-2679-2392-9
189
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2015
As Provided
JAN2020
No
Inclusion
Parent Attitudes
Teacher Attitudes
Young Children
Autism
Regular and Special Education Relationship
Qualitative Research
Case Studies
Semi Structured Interviews
Statistical Analysis
Social Development
Teamwork
Classroom Environment
Interaction
Peer Relationship
Student Personnel Services
Baghdayan, Annie T.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The practice of inclusion, even the term itself, has been the subject of controversy over the last several decades. "Inclusion" has many interpretations, depending upon the student, educator, and setting. In my dissertation, I sought to find answers from parents and educators' regarding their perceptions on including young children (4-7) with high functioning autism in general education settings through their unique experiences. This qualitative study aimed to describe the successes, challenges, differences, and commonalities of each case using multiple-case study design. Purposive sampling was used to identify participants. Data were collected through semi-structured interviews with the parents of young children with HFA and their educators (general and special education teachers). A cross-case analysis method was used to analyze the data. Data were confirmed using methods of triangulation, respondent validation and member checking. The results of the study indicated that parents and educators had more commonalities than differences. Four major themes emerged from the parents' perceptions: (1) social gain, (2) supportive team and classroom environment, (3) quality of services and interaction with peers, and (4) services. Another four themes emerged from the educators' perceptions: (1) educators' preparedness and willingness to include children with ASD in the general education classrooms, (2) children's gains in social interactions, (3) peer awareness/acceptance, and (4) administrative/school support. Parents and educators shared similar goals for their children and students with ASD. However, their shared experiences suggested their interactions often involved conflict. Results of this research study can be utilized by parents, educators, school administrators, and institutions for higher education to create professional development programs that focus on collaboration, partnership, and strategies for inclusive practice. Implications for practice and recommendations for future research are presented. [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.]
ED552183
A Study on Parents' and Educators' Perception on Including Young Children with High-Functioning Autism in General Education Settings
ProQuest LLC
Ph.D. Dissertation, The University of Oklahoma
2012-00-00
978-1-2679-0873-5
246
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2015
As Provided
JAN2020
No
Teacher Attitudes
Autism
Phenomenology
General Education
Regular and Special Education Relationship
Secondary School Teachers
Interviews
Statistical Analysis
Coding
Classification
Thematic Approach
Clinical Diagnosis
Teacher Competencies
Inclusion
Teaching Experience
Educational Philosophy
Walters, Beth Jolene
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The purpose of this phenomenological study was to understand how general education teachers perceive their experiences working with students in their classrooms who have been diagnosed with autism. The study addressed the following research question: How do secondary school general educators perceive their experiences working with students in their classroom who have been diagnosed with autism? Six secondary general education teachers were interviewed by the researcher, and the audio-recorded interviews were later transcribed by her. Initially, she analyzed the data to determine codes and categories. Next, she worked collaboratively with her doctoral advisor to discern themes and assertions. Six themes emerged from data analysis. These secondary general educators (a) were unaware of the diagnoses of their students; (b) felt they needed more preparation for supporting the inclusion of students with autism; (c) gave thoughtful, truthful descriptions of the abilities of their students with autism; (d) had good experiences teaching students with autism; (e) saw and understood the impact of inclusion on the parties involved; and (f) formed an educational philosophy with regard to the inclusion of students with autism through their experience teaching students with autism. General education teachers held predominantly positive attitudes with regard to teaching students with autism. They often were not knowledgeable with regard to information surrounding the diagnoses of their students, but were aware of how students with autism can benefit from being educated alongside their general education peers and how they add to the classroom community. If the general education teachers could improve one area of their experience teaching students with autism, it would be to have more preparation with regard to teaching and accommodating students with autism in their classrooms. [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.]
ED552184
Perspectives of General Education Teachers Who Work with Students with Autism
ProQuest LLC
Ed.D. Dissertation, The University of North Dakota
2012-00-00
978-1-2679-3819-0
104
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2015
As Provided
JAN2020
No
Response to Intervention
Teacher Attitudes
Reading Fluency
Oral Reading
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Elementary School Teachers
Teacher Surveys
Resistance (Psychology)
Screening Tests
Progress Monitoring
Rowe, Sarah Stebbe
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Many schools are adopting a Response to Intervention (RTI) model to support and evaluate learning (Fuchs & Fuchs, 2006). Universal screening and progress monitoring are two essential components of RTI that generally support improved student outcomes (Shinn, 2007). In many schools, teachers collect and use a tool called oral reading fluency for these purposes. Some teachers are resistant to using oral reading fluency due to its disputed validity and their lack of time, resources, and knowledge about how to use these data (Foegen, Espin, Allinder, & Markell, 2001; Roehrig, Duggar, Moats, Glover, & Mincey, 2008; Samuels, 2007; Yell, Deno, & Marston, 1992). With a greater understanding of teacher resistance, school psychologists can address the critical factors that relate to the acceptability, use, and effectiveness of oral reading fluency (National Association of School Psychologists, 2008, p. cxix). The purpose of this study was to explore teacher acceptability of oral reading fluency for universal screening and progress monitoring. First to sixth grade teachers from mid-Michigan completed a survey (N = 164), and 22 teachers attended focus groups. In the survey, teachers reported oral reading fluency to be highly acceptable for universal screening and progress monitoring. Teachers reported that oral reading fluency was slightly more acceptable for universal screening than progress monitoring. Knowledge of oral reading fluency and perceived time for assessment were significantly related to teachers' attitudes toward oral reading fluency. In the focus groups, teachers reported many of the reasons for their attitudes towards oral reading fluency. Implications for future research and educational practice are presented. [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.]
ED552185
Teacher Acceptability of Oral Reading Fluency
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2013-00-00
978-1-2679-3599-1
161
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553887
2015
As Provided
JAN2020
No
Immigrants
Social Networks
Acculturation
Urban Areas
Correlation
Internet
Adult Education
English (Second Language)
Second Language Learning
Second Language Instruction
Multiple Regression Analysis
Predictor Variables
Educational Attainment
Path Analysis
Foreign Countries
Woldeab, Daniel
Dissertations/Theses - Doctoral Dissertations
Minnesota
Africa
Africa
Minnesota
English
Adult Education
The purpose of this study was to investigate Internet usage and its relationship with the acculturation of the Horn of Africa immigrants residing in urban Minnesota. Technology has and continues to be a cultural amplifier; in just two decades from its initial availability to the general public, the Internet has made geographical differences practically irrelevant, making the world a virtual small village. Social interactions that were once only possible face-to-face can now take place online. This innovation in communication plays a crucial role in the acculturation process of immigrants, allowing them access not only to social media platforms, but mapping tools, translation websites, online banking, video sharing sites and many other potentially empowering resources that affect how they encounter life in their new environments. This study utilizes Berry's bi-dimensional theory of acculturation to investigate the relationship between Internet usage and acculturation. Berry's four dimensions of acculturation provide a theoretical guideline for this study. Also employed here are communication theoretical perspectives in studying Internet usage and acculturation. The participants were 292 Horn of Africa immigrants attending English language classes in adult education programs in the upper Midwestern part of the U.S. A series of multiple regression analyses are used to determine the unique contribution of each variable in predicting acculturation. The study revealed statistically significant relationships among Internet social-networking usage and dimensions of acculturation. The most powerful predictor of Internet usage was level of education, often achieved prior to immigrating to the U.S. Internet usage did contribute to integration, the most successful strategy for acculturation of immigrants from this group. Perceived English language competency alone accounted for 15% of the variance in integration and 17% of the variance in assimilation. Based on these findings, path models for Internet usage and acculturation are proposed. Further, implications for both research and practice are discussed. [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.]
ED552186
The Relationships between Internet Usage and Acculturation of the Horn of Africa Immigrants in the United States
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-2679-2603-6
254
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2015
As Provided
JAN2020
No
Decision Making
School Choice
High Schools
Middle School Students
Qualitative Research
Academic Aspiration
Occupational Aspiration
Self Efficacy
Critical Theory
Grade 8
Parent Influence
School Counselors
Influences
Case Studies
Student Attitudes
Information Utilization
Focus Groups
Bronhard, Aimee A.
Dissertations/Theses - Doctoral Dissertations
Massachusetts
Massachusetts
English
High Schools
Secondary Education
Middle Schools
Junior High Schools
Grade 8
Elementary Education
The purpose of this qualitative study was to investigate how students at Henry Lord Middle School in Fall River take into consideration their initial college and career aspirations when making their decision for high school. Self-efficacy theory, critical theory, and a literature review related to high school decision-making inform the analysis of data regarding the three research questions framing this study: (1) What influenced Henry Lord Middle School eighth grade students' decisions when selecting a high school of attendance?; (2) How are parents or guardians of 8th graders at Henry Lord Middle School informed of the high school options and influence their children's high school decision-making process?; (3) How did guidance counselors influence the high school decision-making process for transitioning eighth graders from the Henry Lord Middle School? To answer these questions, a case study approach was used to assess students' perceptions of how they reached their decision for high school, to assess the influence of family members on that decision, and to identify the information used by parents in support of that decision at Henry Lord Middle School. One hundred and sixteen middle school students participated in focus groups along with seven family members and a guidance counselor for the school to determine student, family, and guidance counselor perspectives on Henry Lord Middle School students' decision-making for high school. Themes identified through an analysis of focus group results were then used to identify cross-stakeholder perspectives. These perspectives ground recommendations for improving the middle school guidance program and the transitional services at Henry Lord Middle School. [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.]
ED552187
High School Decision-Making at Henry Lord Middle School in Fall River
ProQuest LLC
Ed.D. Dissertation, Northeastern University
2012-00-00
978-1-2679-4270-8
168
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2015
As Provided
JAN2020
No
Mixed Methods Research
Teacher Characteristics
Teacher Attendance
Board of Education Policy
Academic Achievement
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Elementary School Teachers
Middle School Teachers
Interviews
Achievement Tests
Policy Analysis
Correlation
Dillehay, Glenn Woodrow, III.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Teacher absenteeism is expensive, disrupts the continuity of educational activities, and results in students attending classes with less qualified substitute teachers. The purpose of this study was to analyze the relationships among teacher variables, teacher absenteeism, student achievement, and school district policy governing teacher absenteeism. The teacher variables included gender, ethnicity, years of teaching experience, highest degree attained, and type of teaching license. Using a sequential mixed methods approach, data were collected on 50 fourth to eighth grade teachers. Their students' math and reading/language arts (RLA) scores on the Tennessee Comprehensive Assessment Program (TCAP) were used to measure student achievement. Teacher interviews were conducted to gather data regarding the issues surrounding teacher absenteeism. The school district's leave policies were analyzed to determine whether they were consistent with recommendations from the literature review. Three null hypotheses were tested using Pearson's product-moment correlations. More experienced teachers had statistically significantly higher absence rates, and students of teachers with advanced degrees scored statistically significantly higher on both TCAP math and RLA subtests than teachers with only bachelor's degrees. Students of more experienced teachers scored significantly higher on the TCAP math subtest, while students of less experienced teachers scored significantly higher on the TCAP RLA subtest. There was no statistically significant relationship between the total number of teacher absences and student achievement. Teachers reported in the interviews that substitute teachers are less effective than classroom teachers and that teachers have a "use it or lose it" mentality regarding sick leave. An analysis of the leave policies found that the district employs a substitute coordinator, has a sick leave bank, and does not uniformly require teachers to report absences directly to their respective principals, all of which stand in contrast to the recommendations from the literature. It is recommended that the participating school district hire experienced math teachers with advanced degrees and offer a financial incentive program to reduce teacher absences. The participating school district should maintain its sick leave bank for ethical reasons and continue to employ its substitute coordinator to maximize efficiency. Future research should examine a school system with a large, diverse population. [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.]
ED552188
A Mixed Method Analysis of the Interaction between Teacher Variables, Teacher Absences, School District Policies, and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2012-00-00
978-1-2679-1529-0
133
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2015
As Provided
JAN2020
No
Program Termination
College Programs
Public Colleges
College Faculty
Department Heads
Case Studies
Qualitative Research
Interviews
Teacher Attitudes
Strategic Planning
Donoff, Susan Beth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Departmental and programmatic eliminations represent a new paradigm in the history of American higher education. Hastened by a national economic recession and competing state funding priorities, public post-secondary institutions have turned to academic attrition as a solution to continuous budgetary shortfalls. As a means of addressing the lived experience of faculty members and department chairs, the following qualitative case study explores perceptions of implementing departmental and/or programmatic eliminations. Utilizing uncertainty reduction theory as a conceptual framework, interviewed faculty in saved units experienced considerable strategic uncertainty, failing to understand why they had been selected for elimination. Guided by a college-wide strategic planning process, faculty in eliminated units understood the rationale for abolishing departments, though they experienced considerable structural uncertainty in terms of adjusting to a new, non-academic reporting structure. These findings indicate that a transparent strategic planning process diminishes strategic uncertainty, while the elimination of traditional departmental structures heightens structural uncertainty. [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.]
ED552189
Closing up Shop: Meditations on the Departmental/Programmatic Elimination Experience
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2679-3226-6
231
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553637
2015
As Provided
JAN2020
No
Educational Trends
Global Approach
Cross Cultural Studies
Cognitive Processes
Statistical Analysis
Student Motivation
Academically Gifted
Foreign Countries
Private Schools
Secondary School Students
Accountability
Self Determination
Grades (Scholastic)
High Stakes Tests
Parent Aspiration
Standards
Teaching Methods
Competition
School Effectiveness
Phenomenology
Bourgeois, Steven James
Dissertations/Theses - Doctoral Dissertations
Germany
United States
Germany
United States
English
Secondary Education
Recent trends toward globalization have engendered interest in comparative educational systems, pointing toward more fundamental change beyond the current focus upon accountability measures. This phenomenological study considered the effect of extrinsic motivators on the intrinsic motivation of academically gifted students in Germany and the United States. Nine top performing 16 and 17-year olds attending private schools in Germany and the United States participated in open-ended interviews to determine their motivational orientation toward academic tasks. Teachers and administrators from both schools provided comments to support the contextual understanding gained from classroom observations. Although numerable quantitative studies have measured levels of intrinsic and extrinsic motivation for diverse groups, there are few phenomenological studies that attempt to explore the subtlety of cognitive processes. Conspicuously lacking also are cross-cultural studies relating to intrinsic and extrinsic motivation. In the present study I posed research questions relating to how academically gifted students in both countries experience motivation toward academic tasks. Through the frames of self-determination theory (Deci & Ryan, 1985) and flow theory (Csikszentmihalyi, 1975, 1990, 1997), I considered how extrinsic motivators such as grades, high-stakes tests, and parental expectations affect intrinsic motivation. Results indicated that the American students experienced relatively more autonomy-supportive instruction, a greater sense of belonging in the school environment, and more frequent flow experiences in the academic context than their German counterparts. Conversely, the German students exhibited less focus upon competition and greater intrinsic interest in their academic activities than the American students. With this in mind, the study provided insight into both educational systems, particularly with respect to student motivation. It addressed the unintended consequences of standards-based instruction, uniform teaching methods, and high-stakes testing that have become the norm in both countries. Perhaps most importantly, it identified gifted academic motivation as a potential problem, rather than as an outward sign of a school's success. [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.]
ED552190
Motivation for Academically Gifted Students in Germany and the United States: A Phenomenological Study
ProQuest LLC
Ph.D. Dissertation, The University of Texas at Arlington
2012-00-00
978-1-2679-3104-7
420
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553600
2015
As Provided
JAN2020
No
Foreign Countries
Science Teachers
Science Instruction
Curriculum Development
National Curriculum
Orientation
Elementary School Teachers
Middle School Teachers
Secondary School Teachers
Science Curriculum
Public Schools
Private Schools
Context Effect
Alignment (Education)
Content Analysis
Interviews
Principals
Observation
Pedagogical Content Knowledge
Constructivism (Learning)
Inquiry
Active Learning
Nargund-Joshi, Vanashri
Dissertations/Theses - Doctoral Dissertations
India
India
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Elementary Secondary Education
This study explores the concepts and behaviors, otherwise referred to as "orientations", of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions for improving the implementation of NCF-2005 in India's classrooms are discussed according to various stakeholders (e.g., policy makers, curriculum designers, professional developers). [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.]
ED552191
An Exploration of the Science Teaching Orientations of Indian Science Teachers in the Context of Curriculum Reform
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2679-3793-3
266
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554009
2015
As Provided
JAN2020
No
Supervision
Supervisor Supervisee Relationship
Novices
Qualitative Research
Phenomenology
Student Personnel Workers
Age
Mentors
Gender Differences
Generational Differences
Hanson, Lea
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
With four generations in today's workforce, roles are being redefined to include a growing number of younger supervisor/older subordinate relationships, referred to as the intergenerational dyad. What current and limited literature exists about the intergenerational dyad exclusively addresses the issues of generational workplace differences between the younger supervisor and the older subordinate from the perspective of the older subordinate rather than from the perspective of the younger supervisor. Through a qualitative study combining aspects of phenomenology and narrative inquiry, data were collected from 19 professionals in the field of student affairs in higher education who supervised at least one full-time, professional staff member who was ten or more years older than they. In April and May of 2012, one-hour telephone interviews were conducted with each participant. From transcriptions, narratives were developed to illustrate each participant's experiences. Based on the findings of this research, the following conclusions can be made about the younger supervisor and the intergenerational dyad: Age is more apparent to younger supervisors when they are younger than their professional peers than when they are younger than their subordinates; Age is more apparent to younger supervisors when they have a magnified title than when they are younger than their subordinates; Younger supervisors find mentorship in their older subordinates; and Younger supervisors who are women noted having more negative experiences supervising subordinates who are older than they are than younger supervisors who are men. Generational differences in the intergenerational dyad and the role of gender in the intergenerational dyad were also examined and analyzed. The findings of this study suggest implications for leaders in the field of higher education as well as any organization where the intergenerational dyad exists: training for supervisors, creating a culture of support for younger supervisors, and creating a culture of inclusion for younger supervisors. Additional research is recommended to explore: gender differences in the intergenerational dyad, industry differences in the intergenerational dyad, and work/life balance issues that affect the intergenerational dyad. [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.]
ED552192
The Experiences of the Younger Supervisor: Implications for Organizations
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9963-7
184
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551845
2015
As Provided
JAN2020
No
Pilot Projects
Second Language Learning
Second Language Instruction
Chinese
Online Courses
Feedback (Response)
Preservice Teachers
Student Attitudes
Learning Experience
Cultural Awareness
Technological Literacy
Transfer of Training
Teaching Methods
Teacher Education
Pretests Posttests
Educational Benefits
Cognitive Style
Wang, Congcong
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This dissertation includes two studies: a pilot study on native-English-speaking preservice teachers' perceptions of learning a foreign language online and a follow-up study on inservice teachers' perceptions of transferring teacher linguistic, cultural and technological awareness into teaching practice. Conducted in 2010, the pilot study included 35 teacher education students, all of whom took a nine-week Chinese language/culture online course. Data sources included paper-based pre-and-post assessment, online pre-and-post assessment, task products, email correspondence, class discussion and class feedback. The pilot study was intended to explore four research questions: 1. What are the preservice teachers' initial perceptions of a Chinese as a foreign language online course? 2. How do preservice teachers' perceptions of new language online learning experience change as they take the course? 3. What activities do learners perceive as engaging them in the online course? 4. How do preservice teachers say they plan to apply their experience/benefits of the course to their own future classrooms before, during and after the course? The results of the pilot study suggested that 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the preservice teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants expressed that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. However, the pilot study was unclear about whether teachers perceived they transfer their awareness into teaching practice. Therefore, extending the pilot study, the follow-up study conducted in 2012 explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer. The pilot study suggested three main research questions: 1. What do teachers remember about linguistic, cultural and technological awareness acquired through the foreign language online course taken during their teacher education program? 2. Do teachers perceive that they apply what they learned? In what ways? 3. What challenges do teachers perceive that they encounter in transferring what they learned into their teaching, and how do they overcome the challenges? [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.]
ED552193
Teacher Linguistic, Cultural, and Technological Awareness Development and Transfer
ProQuest LLC
Ph.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4796-3
97
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554606
2015
As Provided
JAN2020
No
Gardening
Outdoor Education
Faculty Development
Inservice Teacher Education
Preservice Teacher Education
Teacher Attitudes
Global Approach
Accountability
Interdisciplinary Approach
Sustainability
Partnerships in Education
School Community Programs
Action Research
Watson, Theresa Francene
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
As a part of growing and strengthening response to environmental and sustainability education initiatives, schoolyard gardens have emerged across the nation and globe. Though the concept of schoolyard gardens has received widespread support and ignited the public imagination, it is increasingly evident that there is an emergent need for place-based teaching models that allow for equitable access and programmatic continuity of such learning spaces. Presently, in-service professional development opportunities remain scarce in this dynamic interdisciplinary area in curriculum and instruction. Further, pre-service training and curriculum development in the context of gardens and place-based education is woefully unaddressed and are at best pet projects scattered "here and there." In other words, both in-service and pre-service training is usually contingent upon a particular group or charismatic/soulful leaders and is seldom integrated into program offerings and specialty training, or in ways that "widen the lens" of environmental and sustainability education. What is desperately needed in the field of education is a line of inquiry and research that illuminates preparation, integration and incorporation of engaged teaching and learning models, and additionally, critically situates schoolyard/community gardens in a larger global/social context, especially inside of varied constraints such as teacher accountability and school reform efforts. This compilation takes a step back and offers an interdisciplinary, conceptual framework for establishing authentic educational partnerships that respond to the above-stated research gaps for school gardens and beyond. The creation of sustainable partnerships across institutional and community spaces is a continuously negotiated and fragile space- not unlike the act of gardening itself. Drawing on Participatory Action Research models, illuminated are some of the social and ecological intricacies of developing strong professional development cultural models that not only allow for "gardens in schools" but more importantly, "schools (children and adults) in gardens." Not only are educational partnerships intimate and intricate between institutional and organizational stakeholders, enlivening collective relationship with the more-than-human world found within eco-literate discourses is also critical. To such an end, four pieces jointly reinvigorate notions of participatory consciousness, possibility and future in education and using the river as guide, explore educational renewal through imaginings such as "watershed consciousness.". [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.]
ED552194
Soul Music from an Educator: Sustainability and Garden Education in Schools
ProQuest LLC
Ph.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4799-4
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554610
2015
As Provided
JAN2020
No
Academic Achievement
Case Studies
Animals
Educational Environment
Well Being
Interviews
Teacher Attitudes
Counselor Attitudes
Administrator Attitudes
Principals
Coding
Student Behavior
Emotional Development
Social Development
Work Environment
Teaching Methods
Bradley, Jordana
Dissertations/Theses - Doctoral Dissertations
English
According to No Child Left Behind, teachers must consider alternative teaching strategies to improve student achievement. The use of a facility dog as an instructional enhancement is an innovative teaching approach that deserves further research. The theoretical framework for the study was human-animal bond theory, which postulates that human-animal relationships have the potential to positively impact the well-being of humans. A case study design was used to investigate how the presence of a facility dog might affect student learning and the learning environment. Three teachers, 1 school counselor, and 1 principal from the research site were interviewed for their experiences working with a facility dog. Interviews were transcribed verbatim and data were analyzed using coding to identify themes. Findings indicated that the facility dog improves student learning; enhances the learning environment; helps to address students' academic, social, emotional, and behavioral needs; improves the working environment for staff; and serves as an alternative teaching tool. These findings may promote a deeper understanding of the facility dog program that will lead to its implementation in schools elsewhere. [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.]
ED552195
An Investigation of the Effects of a Facility Dog on Student Learning and the Learning Environment
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-4944-8
127
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554640
2015
As Provided
JAN2020
No
Online Courses
Student Participation
Undergraduate Students
Age Differences
Racial Differences
Gender Differences
Computer Mediated Communication
Statistical Analysis
Group Discussion
Grades (Scholastic)
Correlation
Effect Size
Educational Technology
V. KunhiMohamed, Balkeese Binti
Dissertations/Theses - Doctoral Dissertations
Colorado
Mann Whitney U Test
Kruskal Wallis Test
Colorado
English
Higher Education
Postsecondary Education
This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number of messages posted and total access) and grade performance were the important focus of the study. The population of this study was undergraduate students enrolled at Colorado State University-Global Campus (CSU-GC) in the years 2010 and 2011. Specifically, it was determined that the appropriate population for this study included all undergraduate students enrolled in one or more of the five core courses. This study took a quantitative, non-experimental approach to the collection and analysis of data. The study employed an associational research design (association questions) and between-groups or within subjects design (difference questions). Statistical analyses used were Spearman Rho correlation, Kruskal-Wallis tests and Mann-Whitney "U" tests. Students who posted more messages on the discussion forums tended to have higher course grades, r[subscript s] (1,027) = 0.32, p = 0.001; there was a positive correlation between the variables, with a medium or typical effect size or correlation. The more a student accessed the discussion board over the eight weeks of the course the higher the final grade, r[subscript s] (1,027) = 0.35, p = 0.001; thus r = 0.35 and the effect size was medium or typical. Age was positively correlated with total number of messages posted, r[subscript s] (1,011) = 0.27, p = 0.001 and total access r[subscript s] (1,011) = 0.27, p = 0.001; these are small effect sizes. The positive correlation between age and grade was r[subscript s] (1,011) = 0.15, p = 0.001; this is a small effect size. As students' ages increased, they had a correlation with earning higher grades compared to younger students. Older students more frequently posted comments on discussion boards. There were no significant differences among the three race groups, White, Black or African American, and Asian on total number of messages posted, chi 2 (2, 842) = 2.09, p = 0.351; on total access, chi 2 (2, 842) = 1.57, p = 0.455; and on grade performance, chi 2 (2, 842) = 3.50, p = 0.174. There was a significant difference in the mean ranks of males (437.84) and females (505.85) on total number of messages posted, U = 95,552, p = 0.001, r = 0.12, a small effect size. Also, the 496 female students had a little higher mean ranks (493.37) than the 450 males (451.59) on Total Access, U = 101,742.5, p = 0.019, r = -0.076, with a very small or smaller than typical effect size. There were no statistically differences in mean of males (485.37) and females (462.73) with respect to final grades, U = 106,257, p = 0.180, r = 0.044. Significant differences were found among the five core courses on total number of messages posted, chi 2 (2, 1029) = 96.76, p = 0.001; and on total access, chi 2 (2, 1029) = 104.23, p = 0.001. Yet, there was no significant difference between the five core courses on grade performance, chi 2 (2, 1029) = 4.05, p = 0.399. This study would benefit online institutions, online/distance instructors, decision makers at all levels of higher education, and online students. The implications for practices, barriers to e-learning, on-going support by government, limitations of the study, and recommendations for research were discussed. [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.]
ED552196
Student Participation and Grade Performance in an Undergraduate Online Learning Environment
ProQuest LLC
Ph.D. Dissertation, Colorado State University
2012-00-00
978-1-2678-9969-9
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551846
2015
As Provided
JAN2020
No
Indians
Foreign Students
Acculturation
Graduate Students
Student Adjustment
Emotional Adjustment
Student Attitudes
Phenomenology
Resilience (Psychology)
Cultural Differences
Interpersonal Relationship
Positive Attitudes
Family Relationship
College Faculty
Teacher Student Relationship
Social Support Groups
Hermeneutics
Mukthyala, Suguna
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
The student demographics in American universities have been changing in recent years and the result is a rapidly increasing enrollment of international students. In particular, the Indian international student population has grown to be the second largest, with over 100,000 students enrolling at post-secondary educational institutions across the nation each year (Institute of International Education, 2010). However, research on the effects of migration on international students is relatively devoid of critical explorations on the resilient responses by Indian international students to the effects of acculturation. This hermeneutic phenomenological study explores the lived experiences of eight Indian international graduate students at a mid-western American university. The participants' descriptions of their psychological, physical and behavioral adjustments in the United States provided rich information. The data was analyzed using the theoretical underpinnings of the research that included Van Manen's (1997) lived existentials, ecological factors of human development (Bronfenbrenner, 1986), and protective and risk factors associated with resilience (Harvey, 2007; Luther, 2006). Several primary and sub-themes emerged from a thick analysis of the data, which proved to shed light on the lived experiences of the participants. Participants in the study typically faced challenges in adjusting to cultural differences, building relationships with domestic students, and adapting to academic expectations. However, protective factors including their positive attitudes and supportive relationships with their families, professors, and other Indian students helped them in responding resiliently to challenges related to cross-cultural transitions. In addition, hypotheses were generated and implications for education, research, and practice of counseling were discussed. [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.]
ED552197
Lived Experiences of Indian International Students: Migration, Acculturation, and Resilience
ProQuest LLC
Ph.D. Dissertation, Duquesne University
2013-00-00
978-1-2679-4946-2
219
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554642
2015
As Provided
JAN2020
No
Semantics
English
Form Classes (Languages)
Nouns
Research Methodology
Language Research
Discourse Analysis
Grammar
Pragmatics
Classification
English Instruction
Butler, Brian C.
Dissertations/Theses - Doctoral Dissertations
English
The three structural possibilities marking a noun with an English article are "a," "the," and "Ø" (the absence of an article). Although these structural possibilities are simple, they encode a multitude of semantic and pragmatic functions, and it is these complex form-function interactions that this study explores and explains using a semantic map model. The semantic map that is proposed contains three dimensions, which I refer to as Grammatical Number, Referentiality, and Discourse Mode. Each of these dimensions contains a number of further semantic values or pragmatic functions--which I will label "attributes"-that are implicated in English article choice. Various semantic map versions are tested and compared with a methodological approach that uses data collected in a controlled protocol from an elicited conversational discourse. The version that performed best is used as a basis for proposing a comprehensive semantic map that includes the following dimensions and dimensional attributes: a Number dimension with 3 attributes (singular, plural, and uncountable); a Referentiality dimension with 11 attributes, including 7 referential attributes that describe kinds of identifiability (proper names, shared lexis, shared speech situation, frame, current discourse, identifiable to speaker only ["new reference"], and identifiable to neither speaker nor listener [non-specific]) as well as 4 non-referential attributes (categorization, general non-referential expressions, finite verb [verb-object] "noun incorporation," and idioms); and a Discourse Mode dimension with 4 attributes (headline, immediacy, normal, and reintroducing). This model of English articles contributes to the field of research on articles as well as to the field of English language instruction and learning. In addition, it is suggested that the methodological paradigm used to test the semantic map model may be useful as an experimental paradigm for testing semantic maps of other constructions and languages. [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.]
ED552198
A Semantic Map Approach to English Articles (A, The, and Ø)
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2012-00-00
978-1-2679-4950-9
203
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554644
2015
As Provided
JAN2020
No
Videoconferencing
Autism
Pervasive Developmental Disorders
Teacher Qualifications
Distance Education
Faculty Development
Technology Uses in Education
Teacher Competencies
Academic Standards
Knowledge Level
Skill Development
Program Effectiveness
Comparative Analysis
Delivery Systems
Conventional Instruction
Student Characteristics
Teacher Improvement
Surveys
Swanson, Terri Cooper
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
Autism spectrum disorder (ASD) was once considered a rare and severe disability (low incidence), but today individuals with ASD are educated in every academic environment, with 89% spending a portion of their day in the general education setting. Therefore, it is critical that all highly qualified teachers be prepared to provide appropriate education and support for these students. And to ensure that happens, quality personnel preparation programs in ASD are needed. One such program, the Autism Certificate Program, utilizes a distance education model that combines site-based synchronous face-to-face (host site) or interactive video conferencing (IVC) instruction (remote site) with asynchronous E-learning in a yearlong post-bachelor's level program. This innovative approach provides quality professional development to ensure that educators acquire specific knowledge and skills to meet the requirements of the Individuals with Disabilities Education Act (IDEA, 2004), the Elementary and Secondary Education Act (ESEA, 2001), as well as specific outcomes or standards identified for teaching students with ASD (Council for Exceptional Children, 2009). This study examined educators' knowledge and skill acquisition based on their enrollment at (a) remote sites or (b) the host site. In addition, the study compared the perceived knowledge and skill acquisition of participants at the two sites and effectiveness of the instructional delivery methods (i.e., face-to-face vs interactive video) relative to course outcomes and student learning experiences on the "Perceived Knowledge and Skills--Autism Survey" (Swanson, 2012). Data were collected from 91 educators and related service professionals (referred to as educators throughout paper) who were enrolled in the course: "Characteristics of Students With Autism Spectrum Disorders". Thirty-one participants attended the course from the host site and 60 attended the course from a remote site. Results include descriptive statistics from the "Perceived Knowledge and Skills--Autism Survey", course grades, E-learning activities, evidence-based practice examinations, and a culminating assignment. A Mann-Whitney U and chi-square analysis of the (a) achieved knowledge and skill and (b) perceived knowledge, skill, and learning experiences of participants at the host site and remote sites was conducted. Findings are discussed relative to the literature along with implications for professional development and future research. [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.]
ED552199
Face-to-Face and Synchronous Interactive Videoconferencing Instruction: Learning Experiences of Educators Enrolled in an Autism Certificate Program
ProQuest LLC
Ph.D. Dissertation, University of Kansas
2013-00-00
978-1-2678-9981-1
270
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551853
2015
As Provided
JAN2020
No
Computer Software
Mathematics Instruction
Educational Technology
Technology Uses in Education
Catholic Schools
Grade 3
Grade 5
Grade 4
Instructional Effectiveness
Private Schools
Control Groups
Experimental Groups
Comparative Analysis
Teaching Methods
Drills (Practice)
Curriculum Based Assessment
Academic Standards
Gomez, Angela Nicole
Dissertations/Theses - Doctoral Dissertations
Pacific Northwest
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
Grade 4
The purpose of this study was to investigate the effectiveness of "MathFacts in a Flash" software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used flash cards and worksheets or to a treatment group that used a computer software program to practice grade-level appropriate math facts. Students advanced to math facts at the next grade level after completing the levels appropriate to their own. A crossed design allowed the two groups of students in each of the grades to participate in their respective intervention and control treatments over the course of 6 weeks before they received the alternative treatment. Students took equivalent forms of curriculum-based measures for their grade level at the beginning, middle, and end of the study (e.g., third graders took third grade assessments) and equivalent forms of curriculum-based measures at the middle and end of the study for the next grade level (e.g., third graders took fourth grade assessments). A correlated-groups "t"-test was conducted to determine the significance of the computer software program on students' performance on the grade-level measures, and an independent-groups "t"-test was conducted to determine the significance of the computer software program on students' performance on the subsequent grade-level measures. The results of the study indicate that there was not a significant difference in math scores between students practicing math facts with "MathFacts in a Flash" and those practicing math facts with flash cards and worksheets in both the on-grade and subsequent-grade-level measures. The findings are discussed in the context of the ways computer software may still be used to increase student proficiency with learning math standards in the third, fourth, and fifth grades. [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.]
ED552200
The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades
ProQuest LLC
D.Ed. Dissertation, University of Oregon
2012-00-00
978-1-2679-4961-5
73
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554652
2015
As Provided
JAN2020
No
Technical Education
Online Courses
Mathematics Instruction
Colleges
Learner Engagement
Conventional Instruction
Comparative Analysis
Constructivism (Learning)
Instructional Effectiveness
Mathematics Achievement
Student Improvement
Statistical Analysis
Scores
Placement
Computer Assisted Testing
Pope, Holly
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Higher Education
Postsecondary Education
West Georgia Technical College (WGTC) did not offer online learning support courses and was losing students to other colleges that offered those courses online. Adding to this problem, online learning support class sections were not being added without sufficient proof that students could receive the same level of education in an online section as they would in a traditional class. The purpose of this study was to provide stakeholders with empirical data on success rates of students taking an online learning support math course. The theoretical framework was based upon the Bruner's constructivist theory and its applications to online course design that actively engage students. The research questions assessed the extent to which the method of online or traditional instruction impacted the success or completion rate of online students in learning support math courses. An independent samples "t" test was used to assess a statistical difference of means between 96 online and 601 traditional scores as measured by COMPASS testing scores and final grades. The findings showed no statistical difference ("t" (634) = -1.747, p = 0.081) between online and traditional scores. A Levene's test was used to ensure that the population variances for the 2 groups were equal. The characteristics of both groups were further validated to be equal through their uniform use of Pearson's MyMathLab exercises, and through instructors' use of same syllabi, content, and assignments. Based on these equal findings, institutions may add more online support courses that help increase enrollment by continuing to monitor student success. Positive social change, upon implementation by instructors, will result in students becoming more engaged in interactive lessons which will produce an increase in retention and graduation rates for WGTC. [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.]
ED552201
Student Success Rate in Online Learning Support Classes Compared to Traditional Classes
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2678-9987-3
79
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551858
2015
As Provided
JAN2020
No
Personality
African Americans
Racial Discrimination
Interviews
Experience
Cultural Capital
Social Influences
Social Bias
Information Technology
Social Status
Individual Characteristics
Ekpo, Akon Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Habitus, a concept advanced by Bourdieu, has been of particular interest in consumer research as it captures the habituated dispositional aspects of status consumption. Once thought to determine the consumption tastes and practices of consumers based on one's social class, there is growing evidence that consumers are able to break free of this social force and escape or transcend habitus. Yet, the mechanisms consumers use to escape habitus remain largely unexplored. This study develops a model of habitus escape by centering its investigation on technology mechanisms marginalized consumers use to escape their habitus. This study takes a netnographic approach and draws on a purposive sample of African Americans who have experienced firsthand marketplace discrimination. The study was conducted over 8 months using in-depth interviews (in both online and offline contexts), in addition to the collection of online archival and field note data. This study seeks an in-depth understanding of informants' lived experiences and their responses to such experiences. As such, findings from this study contribute to theories of cultural capital and habitus, while contributing to the literature on marginalized consumers and technology consumption practices. [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.]
ED552202
Transcending Habitus with IT: Understanding How Marginalized Consumers Use Information Technology
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9994-1
150
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551865
2015
As Provided
JAN2020
No
Foreign Countries
Police
Ethics
Leadership Styles
Integrity
Attitudes
Decision Making
Moral Values
Demography
Age Differences
Gender Differences
Work Experience
Educational Attainment
Family Income
Employment Level
Multivariate Analysis
Regression (Statistics)
Statistical Analysis
Role Models
Public Administration
Criminology
Guclu, Timur
Dissertations/Theses - Doctoral Dissertations
Turkey
Turkey
English
This study has two main areas: first, the study evaluates whether the ethical leadership style of a direct supervisor has an impact on the police officers' perception of the integrity violations; second, the study scrutinizes whether police officers' moral judgment of integrity violations makes a difference in the amount of such violations. The impact of police officers' demographic factors such as age, gender, rank, time in-service, level of education and family income on integrity violations are also considered. The study employs multivariate regression analyses and ANOVA tests for the statistics generated from the research questions. The results of the study reveal that moral judgment of police officers is the variable most likely to limit integrity violations. Among the three ethical leadership styles--openness, strictness, and role modeling--the role modeling leadership style has a statistically significant impact on limiting integrity violations. Among the demographic factors, police officers' level of education has the most statistically significant impact on integrity violations. Finally, police officers' perception of the frequency of the integrity violations differs based on demographic characteristics for all types of integrity violations except private time misconduct. [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.]
ED552204
The Impact of Perceptions of Ethical Leadership Styles on Perceptions of Police Integrity Violations: The Case of Diyarbakir Police
ProQuest LLC
Ed.D. Dissertation, Spalding University
2013-00-00
978-1-2678-9153-2
157
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551401
2015
As Provided
JAN2020
No
College Graduates
Liberal Arts
Cooperative Education
Work Experience
Self Efficacy
Phenomenology
Career Choice
Student Attitudes
Skill Development
Interviews
Resumes (Personal)
Self Esteem
Individual Characteristics
Feedback (Response)
Professional Identity
Job Skills
Communication Skills
Positive Attitudes
Leadership Qualities
Supervisor Qualifications
Brantley, Jennifer
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this phenomenological study was to provide insight into Liberal Arts and Sciences (LAS) graduates' reflections on their cooperative education (co-op) experiences and resulting career self-efficacy. Wichita State University houses a cooperative education program, the only one of its kind in the state of Kansas. This program helps students in all academic disciplines find work experiences related to their major for which they can earn academic credit, and sometimes even get paid. Engineering and business students typically identify immediate benefits of participating in cooperative education; however, LAS administrators, faculty, and students have been slower to accept and include this experience in their academic programs. The two research questions that guided this study were: (a) How do former LAS students describe their co-op experience? and (b) What did these students gain, with regard to career self-efficacy, through their co-op experience? Because LAS students may not learn skills specifically related to a career due to the general nature of an LAS degree program, the current study focuses more on the graduates' reflections of their own experiences within co-op as well as the skills that were developed. Data analysis revealed the following nine themes: (a) resume-building and interview preparation were essential skills learned to aid in their co-op search; (b) the ability to "try out" various settings and areas of interest was experienced; (c) participants' initial anxiety was gradually replaced with greater comfort and confidence; (d) participants were able to learn from positive as well as negative characteristics of their co-workers; (e) positive feedback, support, and networking opportunities were received from co-workers and clients; (f) interviewing confidence as well as increased resume-building skills were useful in obtaining a full-time job; (g) an increased sense of professionalism was gained, along with job-specific skills, and communication skills; (h) positive attitudes were experienced, along with a perceived ability to handle success and challenges in a new job; and (i) participants gained leadership and supervisory skills, enabling them to take on responsibility in their current full-time work after receiving their degree. It was determined that participating in cooperative education is beneficial to students and that the graduates still consider it an integral part of their college experience. The students also shared that they were able to use the skills and knowledge learned from their co-op in the job search as well as in their current full-time job. Therefore, it is determined that the study supports the idea that career self-efficacy is in fact developed by recent LAS graduates while participating in co-op. [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.]
ED552205
Liberal Arts and Sciences Graduates' Reflections on Their Cooperative Education Experiences and Career Self-Efficacy
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8453-4
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551022
2015
As Provided
JAN2020
No
Information Technology
Females
Access to Computers
Literature Reviews
Empowerment
Economic Factors
Qualitative Research
Focus Groups
Interviews
Documentation
Content Analysis
Social Influences
Foreign Countries
Employed Women
Self Employment
Nair, Shruti
Dissertations/Theses - Doctoral Dissertations
India
India
English
Information Communication Technologies (ICTs) have played a significant role in development and have contributed to radical changes in some parts of the world in the past three decades or longer. At the same time, there are parts of the world where ICTs have not reached and there has been little or no development arising from the applications of these technologies. In some countries, women are not provided equal opportunities to access and use ICTs to improve their lives. This study reviews the literature in the field of ICTs for economic empowerment for women and will analyze some of the projects designed to use ICTs for women. The study uses a capabilities approach as the conceptual framework and employs qualitative techniques to collect data. Focus groups, interviews and document reviews are conducted with participants, staff members and development experts to evaluate the role of SEWA's ICT activities in changing capabilities. Nussbaum's list of capabilities based on the capabilities approach by Amartya Sen is used to provide indicators, based on which the questionnaire is designed. The social processes that affect women's ability to use ICTs also influence the analysis of the effectiveness of ICTs and capabilities. Most of the staff members reported a change in capabilities as compared to the participants of the ICT programs. However, some women did not report any change in capabilities as they refused to break social and family barriers. [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.]
ED552206
ICTS and Economic Empowerment of Women: Evaluation of Sewa's ICT Activities
ProQuest LLC
Ph.D. Dissertation, The Florida State University
2012-00-00
978-1-2678-8662-0
330
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551168
2015
As Provided
JAN2020
No
Second Language Learning
Vocabulary Development
Role
Cognitive Processes
American Sign Language
Human Body
Learning Theories
Language Processing
Morett, Laura
Dissertations/Theses - Doctoral Dissertations
English
Previous research has provided evidence that mental imagery and embodied action can facilitate lexical learning in a novel language. However, it is unclear "how" these factors interact--as well as "why" they play a role--in lexical learning. Through a set of four experiments, this research demonstrated that neither mental imagery nor embodied action directly promotes the acquisition of second language (L2) words. The results of a fifth experiment provide evidence that both mental imagery and embodied action enhance ASL sign acquisition through enactment. Taken together, these results indicate that the body plays a more pivotal role in the early stages of sign acquisition than it does in the early stages of spoken L2 word learning. Overall, the results provide some support for embodied theories of language acquisition and processing and indicate that the saliency of perceptual experiences underlying lexical items and their referents depends on modality of communication. [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.]
ED552207
The Role of Embodied Manual Action in Second Language Word Learning
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Cruz
2012-00-00
978-1-2678-8714-6
90
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551201
2015
As Provided
JAN2020
No
College Students
Low Income Groups
Socioeconomic Status
Student Experience
Financial Support
Social Support Groups
Peer Relationship
Cultural Capital
Phenomenology
Semi Structured Interviews
Student Participation
Educational Experience
Thacker, Kelly L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student's ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu's (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants' future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status. [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.]
ED552208
Lived Experiences of Low Socioeconomic Millennial Generation College Students
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8736-8
214
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551219
2015
As Provided
JAN2020
No
Lunch Programs
Climate Control
Equipment
Food Service
Storage
Delphi Technique
Site Analysis
Pilot Projects
Online Surveys
Regression (Statistics)
Food Standards
Facility Inventory
Webb, Virginia Susan
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Equipment to store foods at proper temperatures is critical to serving safe and nutritious meals in schools yet little is known about the amount or the adequacy of refrigerated storage in school nutrition programs. The purposes of this study were to identify the types and capacity of refrigeration equipment used in schools, determine the perceived adequacy of refrigerated storage capacity to meet new meal pattern requirements, and examine differences in adequacy and capacity. A modified Delphi technique, site observations, pilot study, and electronic survey were used for data collection. School nutrition directors in the USDA/FNS Southwest Region (N = 2392) served as the population. Respondents provided an inventory of refrigeration equipment for one of the schools in their district and information about perceived adequacy of refrigerated storage, barriers to purchasing refrigeration equipment, resources used to develop specifications, and practices to compensate for inadequate refrigerated storage in their program. Data analysis included descriptive statistics, independent sample t-tests, regression, and ANOVA. Over a third of directors indicated that refrigerated equipment was inadequate to meet new meal pattern requirements. Directors with more experience rated adequacy higher than directors with less experience. Milk coolers (n = 212, 88.3%) and walk-in freezers (n = 180, 75.0%) were the types of refrigeration equipment found most often in schools. Walk-in freezers and refrigerators provided over 95% of refrigerated storage space. The mean average cubic feet of refrigerated storage per school was 1423 ± 1152. School enrollment is a significant predictor of refrigerated storage capacity. Refrigerated storage is a concern for school nutrition directors who reported practices to compensate for inadequate storage including maintaining low inventory and decreasing the number of items purchased. School nutrition professionals may use the results of this study to implement practices to compensate for inadequate refrigerated storage. Results cannot be generalized due to the regional nature of the survey and low response rate and possible non-response bias. [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.]
ED552209
Analysis of Refrigeration Equipment in School Nutrition Programs in the USDA/FNS Southwest Region
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8744-3
246
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551226
2015
As Provided
JAN2020
No
College Mathematics
Computer Attitudes
Technology Uses in Education
Student Attitudes
Predictor Variables
Users (Information)
Instructional Effectiveness
Correlation
Adoption (Ideas)
Mathematics Instruction
Multiple Regression Analysis
Williams, Handan
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Technology has become a large component of teaching and learning in mathematics education. Gaining insight into students' technology acceptance factors is a crucial step in understanding instructional design and implementation of technology-based learning programs. Despite the widespread use of technology in education, few research efforts have focused on examining student attitudes toward learning mathematics within a technology environment. The purpose of this study was to explore students' technology acceptance in college mathematics classes. The Unified Theory of Acceptance and Usage of Technology model posited by Venkatesh, Morris, Davis and Davis (2003) provides the theoretical framework for the study. The focus of this "ex post facto" study emphasized the Unified Theory of Acceptance and Usage of Technology and Usage of Technology constructs as predictors of actual usage of technology. The Unified Theory of Acceptance and Use of Technology instrument by Venkatesh et al. (2003) was utilized to gain information about student behavior in mathematics classes to empirically discern which variables contribute to students' perceptions of the effectiveness of learning mathematics using technology. All student participants (N = 236) were from a single college. The Pearson product-moment correlation procedure and the multiple regression analysis procedure were used to examine relationships between Unified Theory of Acceptance and Use of Technology constructs and actual technology usage. The results of the study indicated that there were significant predictive relationships among the constructs of the Unified Theory of Acceptance and Use of Technology and the actual usage of technology. [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.]
ED552210
Exploring Students' Technology Acceptance in College Developmental Mathematics
ProQuest LLC
Ed.D. Dissertation, The University of West Florida
2012-00-00
978-1-2678-8746-7
108
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551228
2015
As Provided
JAN2020
No
Classification
Sentences
Interpersonal Communication
Verbal Communication
Documentation
Databases
Models
Natural Language Processing
Measurement Techniques
Scores
Semantics
Incidence
Experiments
Reports
Concept Formation
Proximity
McConky, Katie Theresa
Dissertations/Theses - Doctoral Dissertations
English
This work covers topics in event coreference and event classification from spoken conversation. Event coreference is the process of identifying descriptions of the same event across sentences, documents, or structured databases. Existing event coreference work focuses on sentence similarity models or feature based similarity models requiring slot filling. This work shows the effectiveness of using a hybrid approach where the similarity of two events is determined by a combination of the similarity of the two event descriptions, in addition to the similarity of the event context features of location and time. A dynamic weighting approach is taken to combine the three similarity scores together. The described approach provides several benefits including improving event resolution and requiring less reliance on sophisticated natural language processing. A spatial and hierarchical based location similarity measure is developed to support the dynamic weighting event coreference approach. A complete end-to-end system is developed starting with geo-referencing toponyms from natural language text and structured documents. An experiment is conducted that shows a significant improvement in precision when using the developed spatial-hierarchical location similarity measure for an event coreference process over using location string matching techniques or Euclidean distance measures between location centroids as part of the event coreference process. Additionally, the developed spatial-hierarchical similarity measure provides robust predictable performance regardless of the parameter settings and the quality of the preceding location resolution processes. In parallel, a sentence similarity measure is developed for the event coreferencing domain based on the evaluation of location and time coupled with existing sentence similarity measures. Experiments show an increase of 30 to 64% in F-Measure performance in event coreferencing experiments when location and date are included as part of the sentence similarity measure. Seven sentence similarity measures are evaluated including semantic, word overlap and term frequency- inverse document frequency (TFIDF) based measures. TFIDF based measures are shown to have superior performance in two event coreference experiments. Finally, a novel application and implementation of conceptual spaces is applied to topic detection in military conversations to aid in battlefield event reporting. Extensions are made to existing conceptual spaces models in order to take into account contradictory information present in observations to mitigate the errors present in the noisy speech recognition data. Comparison of the conceptual spaces algorithm to a traditional approach using support vector machines indicates significant promise for this new application of conceptual spaces. [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.]
ED552211
Applications of Location Similarity Measures and Conceptual Spaces to Event Coreference and Classification
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4640-9
138
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554477
2015
As Provided
JAN2020
No
College Freshmen
Low Income Groups
Public Colleges
Selective Admission
Educationally Disadvantaged
Economically Disadvantaged
First Generation College Students
Working Class
Qualitative Research
Personal Narratives
Access to Education
Academic Achievement
Interviews
Early Childhood Education
Secondary Education
Demography
Satisfaction
Student Attitudes
Ramsey, James Louis
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Higher Education
Postsecondary Education
Early Childhood Education
Secondary Education
In order to improve the academic and cultural transition of low income, disadvantaged, first-generation, and working-class students at a public flagship institution, the purpose of this qualitative study is to listen as these students, with increasingly diverse background experiences, narrate their first-year experiences, including the summer program. While many of these students succeed academically and socially, too many others, with very similar circumstances and background experiences, fail to succeed. The research will focus on four very important questions: Who are the students described as low income or "at risk, academically and financially disadvantaged" in higher education? Why is access to public flagship institutions important? How do disadvantaged students achieve within a public flagship institution? How do poor, minority, and working-class students narrate their academic and cultural transition from their home communities to a new and challenging college environment? "North East University," the research site, is a large and competitive public flagship institution, situated in a region of the country beset by high neighborhood unemployment, low high school graduation rates, lack of homeownership, single-parent households, and poverty. North East has a sizable number of low income, first-generation, working class, disadvantaged, and racial and ethnic minority students, enrolled in the university through the "Academic Achievement Association (AAA), a state-funded compensatory admissions and supportive services program for economically and educationally disadvantaged students. The 16 study participants were drawn from students enrolled through the AAA program and participated in the 2010 AAA Summer Program. Participants were sought from across racial, ethnic, and gender backgrounds, and academic "high and low-achievers" were sought to participate in the study. Each participant was interviewed for approximately one hour about their early childhood, high school, and first-year college experiences. In addition, each participant completed a Demographic Data Form (DDF). Among a number of interesting and important findings, in the context of a highly stratified and massified system of higher education, this group of participants reported choosing to enroll at North East because of its reputation as a excellent academic institutions with good academic programs and high-demand, high-paying jobs and careers. Many participants described North East, in terms usually reserved for schools ranking much higher in academic reputation than North East, both nationally and internationally. Given low income and disadvantaged students' limited educational opportunities, the students perceived North East as clearly superior, in many ways, in students' minds, lesser opportunities in non-selective, two-year institutions. As a result, none of the participants expressed any willingness to attend a two-year institution. The students' narrated satisfaction with North East, compared with less well-regarded institutions, with little apparent regard for other peer institutions, or more highly regarded schools across the country, or competing with more accomplished students, attending superior institutions. From the participants' narrated perspective, North East University stood as a beacon of hope and opportunity in a sea of hopelessness and despair. Upon completion of studies, students' satisfaction with the academic experience and its return on educational investment, among other areas, will merit future investigation. [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.]
ED552212
First Year Experiences of Low-Income Students at a Public Flagship University
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4664-5
242
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554496
2015
As Provided
JAN2020
No
Learner Engagement
College Freshmen
African American Students
Males
Colleges
Grade Point Average
Parent Background
Educational Attainment
Majors (Students)
Student Employment
Educational Quality
Models
Statistical Analysis
Regression (Statistics)
Teacher Student Relationship
Predictor Variables
Ricks, Rhonda A.
Dissertations/Theses - Doctoral Dissertations
National Survey of Student Engagement
National Survey of Student Engagement
English
Higher Education
Postsecondary Education
The student populations in colleges and universities in the United States have become more diverse in the students that they serve. It has been argued that disaggregation of student data would allow researchers to test the saliency of student development models. However, there is only a small body of research available on first-year Black male students, particularly data related to student engagement. This study, focusing on first-year Black male students, explored the relationship between student engagement in educationally purposeful activities and GPA. In addition, it explored whether there were differences in engagement practices by parental education, major field of study, on or off campus employment, or the type of four-year institution attended. This study further explored whether the quality of the educational experience was predictive of the GPA for first-year Black male students. A national sample of 1200 first-year Black male students who participated in the web version of National Survey of Student Engagement (NSSE) was obtained from the Indiana Center for Postsecondary Research. Ex-post facto correlational design was employed. True to its correlational design, the research employed descriptive statistics and a a general linear model inclusive of MANOVA, followed by univariate analysis of variance, and post hoc and regression analysis. Several important findings emerged from this study. First, student engagement in four of the five benchmarks that include Level of Academic Challenge (LAC), Active and Collaborative Learning (ACL), Student-Faculty Interaction (SFI), and Enriching Educational Experiences (EEE) were not found to be strongly associated with the GPA of first-year Black male students. Second, differences were determined by parental educational level, hours worked on-and off-campus, type of institution attended, and major field of study for four of the five benchmarks. Third, a relationship with faculty members was found to be an important predictor of GPA. However, the variables were not strong predictors of GPA. In addition, relationships with administration and personnel were found to have a negative effect on the GPA of students who attended public 4-year institutions and Master's Colleges and Universities (larger programs) as opposed to those who attend private institutions. The implications of this study are discussed, focusing on first-year Black male student engagement activities, and directions for future research. In sum, this study contributes to the limited amount of literature addressing Black-male student engagement, specifically focusing on first-year Black male students. [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.]
ED552213
The Academic Engagement of First-Year, Black Male Students Attending Four-Year Institutions of Higher Learning
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4669-0
328
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554497
2015
As Provided
JAN2020
No
Science Education
Universities
School Districts
Partnerships in Education
Scientists
Teachers
Teacher Attitudes
Social Networks
Interpersonal Relationship
Prosocial Behavior
Trust (Psychology)
Economic Climate
Student Attitudes
Woods, Teresa Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist--school district collaborations are being advocated to replace outreach models. Although the challenges for such partnerships are well documented, the means of fostering successful and sustainable science education partnerships are not well studied. This study addresses this need by empirically researching a unique scientist-educator partnership between a university and a school district utilizing case study methods. The development of the partnership, emerging issues, and multiple perspectives of participants were examined in order to understand the culture of the partnership and identify means of fostering successful science education partnerships. The findings show the partnership was based on a strong network of face-to-face relationships that fostered understanding, mutual learning and synergy. Specific processes instituted ensured equity and respect, and created a climate of trust so that an evolving common vision was maintained. The partnership provided synergy and resilience during the recent economic crisis, indicating the value of partnerships when public education institutions must do more with less. High staff turnover, however, especially of a key leader, threatened the partnership, pointing to the importance of maintaining multiple-level integration between institutions. The instrumental roles of a scientist-educator coordinator in bridging cultures and nurturing the collaborative environment are elucidated. Intense and productive collaborations between teams of scientists and educators helped transform leading edge disciplinary science content into school science learning. The innovative programs that resulted not only suggest important roles science education partnerships can play in twenty-first century learning, but they also shed light on the processes of educational innovation itself. Further, the program and curriculum development revealed insights into areas of teaching and learning. Multiple perspectives of participants were considered in this study, with student perspectives demonstrating the critical importance of investigating student views in future studies. When educational institutions increasingly need to address a diverse population, and scientists increasingly want to recruit diverse students into the fields of science, partnerships show promise in creating a seamless K-20+ continuum of science education. [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.]
ED552214
Growing Scientists: A Partnership between a University and a School District
ProQuest LLC
Ph.D. Dissertation, Kansas State University
2012-00-00
978-1-2678-8748-1
386
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551230
2015
As Provided
JAN2020
No
Inquiry
Science Instruction
National Standards
Technology Uses in Education
Educational Technology
Preservice Teacher Education
Science Teachers
Case Studies
Teaching Methods
Environmental Influences
Personal Narratives
Student Teacher Attitudes
Social Theories
Shively, Christopher
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The National Science Education Standards (NSES) state that students must "experience scientific inquiry directly to gain a deep understanding of its characteristics" (Olson & Loucks-Horsley, 2000, p. 14). The standards also emphasize the use of technology to help students collect, organize, analyze, interpret and present data in ways similar to scientists. This means that pre-service science teachers must be prepared to teach science with inquiry and technology. This bounded case study examined the narratives associated with the science lessons taught by seven pre-service science teachers (PSTs) and uncovered the hidden dialogicality linked to the pedagogical moves they mediated during these science lessons. A sociocultural approach was used to study their pedagogical actions because their actions took place in the socially situated environment of a school classroom (Wertsch, 1993). Through a series of narratives told and constructed by each PST, I examined how they learned science as students, how they learned how to teach science and how they eventually taught a science lesson. Their narratives enabled me to see why the PSTs made the pedagogical choices they did when given the opportunity to teach with technology and to identify the key events in their stories that they felt compelled to tell me about the science experiences in their lives. I specifically looked at the tools and signs (Vygotsky, 1978) used during their lesson, how they spoke about these tools in their narratives and the hidden dialogicality (1993) contained in those narratives. Results showed that pre-service science teachers who grew up in an era of science education reform did not learn science using inquiry supported with technology, nor did they have student teaching placements that would have enabled them to learn how to teach with inquiry supported by technology. Results also indicated that pre-service science teachers could successfully integrate a lower level of inquiry (Windschitl, 1993) supported by technology into a science lesson. The sociocultural analysis revealed that many historical, cultural and institutional factors contributed to the use of lower levels of inquiry use. [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.]
ED552215
"Information at Their Hands": Applying Sociocultural Theory to an Analysis of the Pedagogical Moves of Pre-Service Science Teachers during a Science Lesson
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4675-1
262
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554501
2015
As Provided
JAN2020
No
Information Technology
Social Capital
Risk Management
Innovation
Business Administration
Grounded Theory
Interviews
Trust (Psychology)
Institutional Cooperation
Meta Analysis
Models
Simha, Anand N.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation comprises of three essays examining the interplay of information technology with various social processes that typically inhabit the organizational space. The first essay presents the concept of a Relationship Memory System (RMS). This study uses grounded theory methodology and interview data collected at a global collections' management firm to explore the idea that social capital, being the benefits accruing from social relationships, can be appropriated by individuals other than those that participated in its creation. It examines the processes whereby social capital, created by individual members of an organization, can be accumulated into an organizational resource and rendered appropriable by other members of that organization. It examines the role of IT in enabling these processes of accumulation and appropriation of social capital and introduces the concept of RMS, a socio-technical system which combines technical capabilities with social processes within the organization to bring about these dynamics. Collective Mindfulness (CM) is a concept that has developed from research on organizations working in high risk areas, as a warrant of reliability in such situations. While CM is a collective property developed in an organizational context, it has never hitherto been examined from the social capital perspective. Using grounded theory methodology and interview data collected at a global receivables' management firm, the second essay examines the conjunction of an organization's internal social capital and its IT resources as antecedent to two specific aspects of CM, and the impact of these aspects on the firm's risk mitigation efforts vis-a-vis its marketing and operational functions. The third essay examines the relationship between trust, innovation and IT assets in inter-organizational relationships (IORs). It classifies inter-organizational IT-based assets into two types--IT-based process assets and IT-based knowledge assets--based on the purposes for which they are deployed. Based on prior literature, the study identifies two dimensions each of trust, namely competence trust and benevolent trust; and of innovation, namely incremental and radical innovation. It is posited firstly that that competence trust between the parties will correspond with the existence of IT-based process assets between them and result in outcomes representing incremental innovation; and secondly that benevolence trust between the parties will correspond with the existence of IT-based knowledge assets between them and result in outcomes representing radical innovation. The meta-analysis methodology is used to investigate this model and results indicate support for the hypotheses. [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.]
ED552216
The Role of IT Assets in Organizational Accumulation and Appropriation of Social Capital for Business Risk Mitigation and Inter-Organizational Innovation
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4676-8
146
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554503
2015
As Provided
JAN2020
No
Cognitive Processes
Difficulty Level
Group Discussion
Computer Mediated Communication
Guidelines
Control Groups
Experimental Groups
Reflection
Students
Jin, Li
Dissertations/Theses - Doctoral Dissertations
English
This study investigated the effects of example-postings on students' cognitive load and performance in online discussions. Cognitive overload was assumed had caused the problem of the lack of reflective and thoughtful contributions in student discussions. The theoretical foundation supporting the use of example-postings aiming at reduce cognitive load and therefore improvement student performance was cognitive load theory. Example-postings demonstrated good ways to follow the discussion rubric that were stated in abstract manners and were provided as part of the discussion instruction. These examples were highlighted with explanations on the purpose of each section and what requirements in the rubric were met. Other than examining the effects of example-postings, this study demonstrated the procedures of using 2X2 cross-over experimental design and the analysis methods. The use of cross-over design was to improve the power of the study without increasing the number of participants. Several effects that were associated with the cross-over design, including cross-over effect, task effect, and treatment effect were analyzed separately. Grouping effect was also analyzed. The results of this study showed that the students did not perceived very high level of cognitive load in either the treatment (with example-postings) or the control (without example-postings) condition. The use of example-postings did not reduce cognitive load of the discussion instructions but improved students' performance in the discussions. This findings indicated that with the increasingly broadly use of online discussions, students were more experienced with this instructional activity therefore cognitive overload was less likely a problem. Without investing more mental effort, the students were able to construct more thoughtful and reflective postings in the online discussions when example-postings were presented. This finding implies that the example-postings helped the students better understand the discussion requirements and affected the ways students organize and presenting their thoughts and ideas. The significant carry-over effect also confirmed the positive effect of example-postings by showing that the students learned from the examples and were able to transfer the learned knowledge and skills to new tasks. [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.]
ED552217
Example Postings' Effects on Online Discussion and Cognitive Load
ProQuest LLC
Ph.D. Dissertation, The Florida State University
2012-00-00
978-1-2678-8760-3
105
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551240
2015
As Provided
JAN2020
No
Refugees
Cultural Awareness
English (Second Language)
Second Language Learning
Second Language Instruction
Language Teachers
Trauma
Student Needs
Educational Needs
Teacher Student Relationship
Cultural Differences
Correlation
Mixed Methods Research
Experiential Learning
Teacher Attitudes
Elementary School Teachers
Urban Schools
Interviews
Personality Traits
Teacher Characteristics
Guidelines
Educational Practices
Strekalova, Ekaterina
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Elementary Education
Student diversity in American classrooms is exponentially increasing while teachers serving these students remain relatively culturally homogeneous. Moreover, the proficiency test-driven reality of today's education fosters a tendency among teachers to minimize cultural differences of their students. This cultural gap in schools raises special challenges for all culturally different students and, perhaps, the most vulnerable among them--refugee children. Often, cultural differences of refugee students veil their special psychological and educational needs caused by traumatic experiences. This study sought to address this cultural gap by exploring intercultural sensitivity of teachers working with refugee students. First, the study investigated whether teachers working with refugee children have higher levels of intercultural sensitivity than teachers working with native-born and immigrant students. Second, the question regarding intercultural sensitivity of English as a Second Language (ESL) teachers in comparison with general subject area teachers was explored. Lastly, the study explored which intercultural experiences might be positively associated with higher levels of intercultural sensitivity among teachers. The study used a sequential explanatory mixed-methods design to investigate levels of intercultural sensitivity of teachers working with culturally diverse students and explore possible intercultural experiences positively affecting this ability. The quantitative sample of the study consisted of 281 elementary school teachers working in a large urban school system in New York. Four teachers in the sample also participated in individual follow-up interviews. The quantitative phase of the study revealed no significant (p < 0.05) differences in intercultural sensitivity between the teachers who had experience serving refugee children and those who did not. In regards to ESL teachers, they appeared to have significantly (p < 0.01) higher levels of intercultural sensitivity than teachers of general subject areas. Additionally, several intercultural experiences were found to be positively associated with intercultural sensitivity. More interestingly, the qualitative analysis of intercultural experiences revealed that positive gains or lack thereof in teachers' intercultural sensitivity might be related to: 1) teachers' personality, upbringing, and internalized experiences, 2) how teachers come across intercultural experiences (intrinsic motivation vs. extrinsic circumstances), and 3) the specific parameters of the intercultural experiences. A model of intercultural development possibly accounting for the complexity of intercultural sensitivity evolvement emerged as a framework for interpretation of this study's results. [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.]
ED552218
Intercultural Sensitivity of Teachers Working with Refugee Children
ProQuest LLC
Ph.D. Dissertation, State University of New York at Buffalo
2013-00-00
978-1-2679-4685-0
194
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554509
2015
As Provided
JAN2020
No
Adult Learning
Adult Students
Student Motivation
Private Colleges
Andragogy
Correlation
Statistical Analysis
Self Evaluation (Individuals)
Questionnaires
Social Influences
Competence
Boone, Timothy Keith
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
Self Directed Learning Readiness Scale
Motivated Strategies for Learning Questionnaire
Academic Motivation Scale
Academic Motivation Scale
Motivated Strategies for Learning Questionnaire
Self Directed Learning Readiness Scale
English
Adult Education
Higher Education
Postsecondary Education
Evidence suggests that many adult learners have not developed the competencies needed to fully function effectively in today's society. Questions remain, however, on the levels of influence exerted on self-direction and motivation among this population. The purpose of this correlational study using a multiple measurements assessment approach was to learn about the degree of motivation and self-direction evidenced by adult learners at a small, private liberal arts institution in the southeastern United States. The approach was grounded in humanistic and constructivistic philosophies foundational to Knowles's andragogical learning. The research questions explored the usefulness of measuring motivation and self-direction formatively, with an application of these concepts to an andragogical approach. Fifty-eight learners participated in a single quantitative application of 3 psychometric self-assessment measurements: the Self-Directed Learning Readiness Scale-A, Motivated Strategies for Learning Questionnaire, and the Academic Motivation Scale. Correlational matrices of Pearson's product moment and point biserial, multiple analyses of variance, and multiple analyses of covariance were used. The composite means data obtained from the aggregate subscales and total scales indicated high average means for intrinsic ("M" = 5.7) and extrinsic motivation ( "M" = 6.2), and higher self-direction scores ("M" = 3.7) for increasing class rank levels, but these means were not statistically significant for the participant group ("N" = 58). These findings were consistent with the literature for adult learners, partially supporting Knowles's assumptions of high intrinsic motivation and self-direction. Total transformation of the adult learner leads to a reflective and active social cognizance and positive change in society as a whole. [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.]
ED552219
Multiple Measurements Regarding the Competence of the Andragogical Learner
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-4713-0
459
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554531
2015
As Provided
JAN2020
No
Elementary School Students
Writing (Composition)
Writing Skills
Sentence Structure
Productivity
Difficulty Level
Vocabulary Skills
Factor Analysis
Scores
Longitudinal Studies
Kantor, Patricia Thatcher
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This study utilized confirmatory factor analyses and latent change score analyses to model individual and developmental differences in a longitudinal study of children's writing. Participants were 158 children who completed a writing sample each year from 1st through 4th grade. At all four time points, a four-factor model of writing provided the best fit to the data. The factors were macro-organization (presence of topic sentence, number of key elements, and order of ideas), productivity (number of words and number of unique words), complexity (average number or words per sentence and number of connectives), and vocabulary (average number of syllables and average number of characters per word, and percentage of multisyllabic words). The latent change score analyses demonstrated significant relations among the intercepts of macro-organization, productivity, and complexity factors, indicating that children with higher initial levels of one skill were also likely to have higher initial levels of the other. Productivity was also identified as a leading indicator of complexity, such that higher levels of productivity predicted subsequent increases in complexity over time. [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.]
ED552220
Development of Writing: Key Components of Written Language
ProQuest LLC
Ph.D. Dissertation, The Florida State University
2012-00-00
978-1-2678-8761-0
81
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551241
2015
As Provided
JAN2020
No
Qualitative Research
Governance
Community Colleges
Technical Education
College Faculty
Participative Decision Making
Collective Bargaining
Contracts
Collegiality
College Administration
Teacher Role
McDermott, Linda A.
Dissertations/Theses - Doctoral Dissertations
Washington
Washington
English
Two Year Colleges
Higher Education
Postsecondary Education
This qualitative study examines shared governance in Washington State's community and technical colleges and provides an analysis of faculty participation in governance based on formal authority in collective bargaining agreements. Contracts from Washington's thirty community and technical college districts were reviewed in order to identify in what areas faculty participate in institutional governance and if participation has changed over time. The results are intended to increase the understanding of shared governance in the community college. Grounded in organizational theory, the research adopts a theoretical framework that conceptualizes the internal governance of community colleges as a collegial process working within the framework of a professional bureaucracy. The findings suggest that collective organization and representation of faculty in Washington's system of community and technical colleges provide both economic and noneconomic outcomes to include formal structures for participation in governance. The study findings also suggest that important aspects of professional faculty practice coexist in the unionized community college environment; moreover, collective bargaining establishes formal authority for faculty in these institutions. The rights, roles, and responsibilities of faculty for participation in the internal governance of their institutions are outlined by the language of the bargaining agreements. Though the findings describe collective bargaining language and how it contributes to shared governance principles within Washington's community and technical college system, further research is needed to determine if practice consistently supports the collegial model of governance. Finally, further research is needed to determine if difficult economic times for states will impact collegial decision-making processes that have been established through collective bargaining. [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.]
ED552221
Shared Governance in the Community College: An Analysis of Formal Authority in Collective Bargaining Agreements
ProQuest LLC
Ed.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4762-8
163
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554574
2015
As Provided
JAN2020
No
Action Research
High Schools
School Districts
Feedback (Response)
Time Management
Scheduling
School Schedules
Stakeholders
Inclusion
Resistance to Change
Murphy, Patrick C.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This purpose of this action research study was to improve communication pathways and feedback loops used by one school district in its attempt to create a common use of time in high schools to maximize resources and improve student learning. Part of this study's intent was to solicit and protect the voices of institutional entrepreneurs in their efforts to challenge the traditional modes of doing business. In doing so, it was anticipated that our high schools would be better situated to respond to the adaptive challenges with which they are faced today. A major outcome of the study was a better understanding of the necessity for inclusion of stakeholders on the front end of a change initiative. Resistance, while substantial during the first change attempt, was much more muted the second go around. Secondly, this study confirmed that being part of the same financial system tied to the state plays a role in the isomorphic nature of organizations as evidenced by the eventual directive by the superintendent for one school to change to become more like other schools in the district. [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.]
ED552222
The Unchanging Nature of High Schools: An Action Research Study of One District's Attempt to Alter the Time Structure of High Schools
ProQuest LLC
Ed.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4767-3
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554579
2015
As Provided
JAN2020
No
Reading Instruction
Mixed Methods Research
Learning Modalities
Persuasive Discourse
Essays
Student Characteristics
Prior Learning
Student Interests
Reading Ability
High School Students
History Instruction
Web Sites
Protocol Analysis
Semi Structured Interviews
Cognitive Processes
Information Sources
Scaffolding (Teaching Technique)
Reading Materials
Reading Processes
Audio Equipment
Video Technology
Manderino, Michael L.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Building on previous studies of multiple text reading in history, this study aimed to contribute to that body of work by focusing on non-traditional multimodal sources. In an age of rapidly increasing access to and use of multimodal sources and a demand for reading and comprehending increasingly complex and specialized texts, it appeared there was a gap in the research that this study could help to address. This study used mixed methods to investigate 1) how students read multiple multimodal sources, 2) how those multimodal sources influenced students' historical reasoning, 3) how students used multimodal sources to respond to a historical inquiry question through an argumentative essay, and 4) how individual learner characteristics like prior knowledge, interest, and reading ability contributed to students' ability to construct an argument after reading multiple multimodal sources. Fifty-one students in two high school history classes participated in the study. Forty-three students completed a three day inquiry task, using a single website to read eight multimodal sources about the Gulf of Tonkin Incident and wrote an essay. Eight students completed think-aloud protocols while reading the same eight multimodal sources and participated in a semi-structured interview immediately following the think-aloud protocol. Data was analyzed for historical thinking processes, the ways multiple sources influenced student thinking, the ways students used multiple sources in their essays, and how prior knowledge, interest, and reading ability contributed to their ability to create a historical argument using multiple multimodal sources. The results of this study suggest that the use of multimodal sources in historical inquiry may benefit less proficient readers. The study also demonstrated that students could reason with complex historical sources. Despite the complexity of thinking revealed by students, it is also evident that multimodal sources cannot just be added to the curriculum. Disciplinary literacy strategies are necessary to help foster critical and integrated reading of complex historical sources. Multimodal sources did not help students to write high quality arguments either. Teacher scaffolding of writing for argument is critical regardless of the text types used for inquiry. [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.]
ED552223
Reading across Multiple Multimodal Sources in Historical Inquiry
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2011-00-00
978-1-2678-8802-0
258
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551262
2015
As Provided
JAN2020
No
Science Careers
Career Choice
High School Students
Hispanic American Students
White Students
Values
Student Attitudes
Mathematics Achievement
Science Education
Mathematics Education
Engineering
Engineering Education
Technology Education
Rural Schools
Gender Differences
Racial Differences
Parent Influence
Teacher Influence
STEM Education
Rodriguez Flecha, Samuel
Dissertations/Theses - Doctoral Dissertations
United States (Northwest)
English
High Schools
Secondary Education
The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). "Math Values play a significant role in students' perceived math achievement". Internal math values (r =0.68, R[superscript 2] =0.46, p =0.001) influenced perceived math achievement regardless of gender (males: r =0.70, R[superscript 2] =0.49, p =0.001; females: r =0.65, R[superscript 2] =0.43, p =0.001), for Latinos (r =0.66, R[superscript 2] =0.44, p =0.001), and Caucasians (r =0.72, R[superscript 2] =0.51, p =0.001). External math values (r =0.53, R[superscript 2] =0.28, p =0.001) influenced perceived math achievement regardless of gender (males: r =0.54, R[superscript 2] =0.30, p =0.001; females: r =0.49, R[superscript 2] =0.024, p =0.001), for Latinos (r =0.47, R[superscript 2] =0.22, p =0.001), and Caucasians (r =0.58, R[superscript 2] =0.33, p =0.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. "Parents and teachers are the most influential relationships in students' career choice." More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students' career choice, future directions and recommendations are provided. In sum, positive experiences in STEM can favorably contribute to students' sense of competence and satisfaction. [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.]
ED552224
A Descriptive Study of High School Latino and Caucasian Students' Values about Math, Perceived Math Achievement and STEM Career Choice
ProQuest LLC
Ph.D. Dissertation, Washington State University
2012-00-00
978-1-2679-4781-9
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554594
2015
As Provided
JAN2020
No
Reading Programs
Reading Instruction
School Districts
Achievement Gap
Reading Achievement
Public Schools
Statistical Analysis
Comparative Analysis
Grade 3
Mathematics Achievement
Science Achievement
Standardized Tests
Program Effectiveness
Interaction
Allen, Vikki Renee
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Critical issues are confronting educators regarding increasing student achievement levels in reading, math and science in United States' public schools. Educators and legislators are attempting to make radical changes in instructional methodology and to find viable and sustainable solutions to problems associated with poor student achievement. Reading instruction has received intensive focus due to the decline of reading proficiency in schools across the nation. Reading First federal dollars were dispensed to school districts across the nation to implement a literacy reform that would increase the achievement level of students in reading and help close the achievement gap of many student subgroups being educated in public schools. The purpose of this quantitative, causal-comparative study was to determine the possible impact of Reading First on third grade student achievement in reading, math, and science before, during, and, after implementation in five southeastern Tennessee schools during the 2004-2009 academic years. Additionally, the study investigated if any significant differences in the various achievement areas associated with Reading First were the same across school sites. Tennessee Comprehension Program assessment data were used for analysis. A two factor multivariate analysis of variance (MANOVA) statistical test was used for analyzing the data in order to determine the impact of the independent variable (Reading First- before, during, after) on the dependent variables (Reading, Math, and Science). An analysis of variance (ANOVA) was utilized to test two main effects (Reading First- before, during, after) across schools on the dependent variables (Reading, Math, Science), and three interactions across schools. Main effects and interactions were analyzed at the 0.05 alpha level. Final results of this study revealed that Reading First before, during, and after implementation did not improve student achievement in reading, math, or science for the study participants. The results of this study substantiate the findings of previous evaluative studies regarding the success of Reading First in improving student achievement in reading. [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.]
ED552225
Reading First: Impact on Third Grade Student Performance in Reading, Math, Science Before, During, and after Implementation
ProQuest LLC
Ph.D. Dissertation, Tennessee Technological University
2012-00-00
978-1-2678-8809-9
228
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551269
2015
As Provided
JAN2020
No
Higher Education
College Attendance
Urban Schools
School Districts
High Schools
Disproportionate Representation
Interviews
School Counselors
Secondary School Teachers
Principals
Social Capital
School Culture
Maschal, Brittany
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Prior research highlights that high schools in which a "college-going culture" is intentionally fostered yield higher rates of postsecondary participation among underrepresented populations than do high schools where such a culture is absent. Central to the production and maintenance of a high school's college-going culture is the collective work of principals, teachers, and counselors who provide information and other forms of support aimed at students' continuation of their education into the postsecondary level. Through on-site interviews, this study explored what open access high school counselors, teachers, and principals in an urban school district in the Northeast do to promote college-going among their students. The networks that present the nine principles of a college-going culture, which provide the expectations, norms, and information and resources inherent in Social Capital Theory, were identified and in many cases were found to overlap. The college-going culture framework developed by McClafferty, McDonough, and Nunez (2002) in addition to Social Capital Theory, guided this study. While the concept of a college-going culture has proven to be a valuable tool for thinking about the promotion of college participation among underrepresented students, this study explicates: rhetorical commitments to a college-going culture do not guarantee its manifestation. Findings revealed that not all school-based agents believe or communicate to students that "college," as it is widely defined and used in popular discourse surrounding college-going, is the next best step after high school. Additionally, findings from this study highlight that school-based agents can have some conflicts with such rhetorical commitments as they seek to serve students in ways that they believe are in students' best interests, and postsecondary education is not always part of these conversations. [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.]
ED552226
The Promotion of College-Going in Open Access High Schools in an Urban School District in the Northeast
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-8888-4
293
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551315
2015
As Provided
JAN2020
No
Conflict Resolution
Administrative Organization
Change Agents
Reinforcement
Heuristics
Mathematics
Markov Processes
Cheng, Shanjun
Dissertations/Theses - Doctoral Dissertations
English
It is crucial for embedded systems to adapt to the dynamics of open environments. This adaptation process becomes especially challenging in the context of multiagent systems because of scalability, partial information accessibility and complex interaction of agents. It is a challenge for agents to learn good policies, when they need to plan and coordinate in uncertain, dynamic environments, especially when they have large state spaces. It is also critical for agents operating in a multiagent system (MAS) to resolve conflicts among the learned policies of different agents, since such conflicts may have detrimental influence on the overall performance. The focus of this research is to use a reinforcement learning based local optimization algorithm within each agent to learn multiagent policies in a decentralized fashion. These policies will allow each agent to adapt to changes in environmental conditions while reorganizing the underlying multiagent network when needed. The research takes an adaptive approach to resolving conflicts that can arise between locally optimal agent policies. First an algorithm that uses heuristic rules to locally resolve simple conflicts is presented. When the environment is more dynamic and uncertain, a mediator-based mechanism to resolve more complicated conflicts and selectively expand the agents' state space during the learning process is harnessed. For scenarios where mediator-based mechanisms with partially global views are ineffective, a more rigorous approach for global conflict resolution that synthesizes multiagent reinforcement learning (MARL) and distributed constraint optimization (DCOP) is developed. These mechanisms are evaluated in the context of a multiagent tornado tracking application called NetRads. Empirical results show that these mechanisms significantly improve the performance of the tornado tracking network for a variety of weather scenarios. The major contributions of this work are: a state of the art decentralized learning approach that supports agent interactions and reorganizes the underlying network when needed; the use of abstract classes of scenarios/states/actions that efficiently manages the exploration of the search space; novel conflict resolution algorithms of increasing complexity that use heuristic rules, sophisticated automated negotiation mechanisms and distributed constraint optimization methods respectively; and finally, a rigorous study of the interplay between two popular theories used to solve multiagent problems, namely decentralized Markov decision processes and distributed constraint optimization. [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.]
ED552227
Coordinating Decentralized Learning and Conflict Resolution across Agent Boundaries
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Charlotte
2012-00-00
978-1-2679-0056-2
179
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551915
2015
As Provided
JAN2020
No
Visual Perception
Visual Stimuli
Perception
Visualization
Classification
Information Technology
Interaction
Comprehension
Information Processing
Information Management
Dasgupta, Aritra
Dissertations/Theses - Doctoral Dissertations
English
The information visualization pipeline serves as a lossy communication channel for presentation of data on a screen-space of limited resolution. The lossy communication is not just a machine-only phenomenon due to information loss caused by translation of data, but also a reflection of the degree to which the human user can comprehend visual information. The common entity in both aspects is the uncertainty associated with the visual representation. However, in the current linear model of the visualization pipeline, visual representation is mostly considered as the ends rather than the means for facilitating the analysis process. While the perceptual side of visualization is also being studied, little attention is paid to the way the visualization appears on the display. Thus, we believe there is a need to study the appearance of the visualization on a limited-resolution screen in order to understand its own properties and how they influence the way they represent the data. I argue that the visual uncertainty paradigm for controlling screen-space information will enable us in achieving user-centric optimization of a visualization in different application scenarios. Conceptualization of visual uncertainty enables us to integrate the encoding and decoding aspects of visual representation into a holistic framework facilitating the definition of metrics that serve as a bridge between the last stages of the visualization pipeline and the user's perceptual system. The goal of this dissertation is three-fold: i) conceptualize a visual uncertainty taxonomy in the context of pixel-based, multi-dimensional visualization techniques that helps systematic definition of screen-space metrics, ii) apply the taxonomy for identifying sources of useful visual uncertainty that helps in protecting privacy of sensitive data and also for identifying the types of uncertainty that can be reduced through interaction techniques, and iii) application of the metrics for designing information-assisted models that help in visualization of high-dimensional, temporal data. [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.]
ED552228
The Visual Uncertainty Paradigm for Controlling Screen-Space Information in Visualization
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Charlotte
2012-00-00
978-1-2679-0061-6
203
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551919
2015
As Provided
JAN2020
No
Developmental Studies Programs
Mathematics Instruction
College Freshmen
School Holding Power
Academic Persistence
Remedial Mathematics
Qualitative Research
Case Studies
Program Effectiveness
Instructional Effectiveness
Comparative Analysis
Hispanic American Students
Colleges
Higher Education
Teacher Student Relationship
Interviews
Peer Groups
Peer Relationship
Family Role
Withdrawal (Education)
Pena-Park, Rolinda May
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Many institutions of higher education face a common challenge--retaining students in a time when higher education is of most importance. Students must be prepared to compete in today's fast growing global market. Students are dropping out of college at an alarming rate due to the lack of academic readiness. The main area of academic deficiency is in the area of mathematics (National Center for Education Statistics, 2006). The purpose of this qualitative multiple case study was to explore the effectiveness of remediation courses in mathematics and identify the factors that influence success or failure of Hispanic students at a Hispanic Serving Institution in Higher Education located in South Texas. The researcher explored the rates of retention among students who passed remedial math and graduated as compared to those who did not pass and ended up dropping out of school. This study was based on Tinto's retention theory. Tinto (1993) introduced a "Model of Institutional Departure." The findings of the study corroborated Tinto's theory of retention, in which students interviewed agreed that faculty/staff interactions were very important. The participants also agreed that peer-group interactions were viable in getting acclimated at the university. A strong finding that did emerge was the importance of family support. The conclusion derived from the study was that the students are in need of strong university support. Universities must embrace the family value within the university community as well as engage the student body in creating university environment. [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.]
ED552229
Remediation in Mathematics: A Factor in the Retention of Entering Freshmen at a Hispanic Serving Institution
ProQuest LLC
Ed.D. Dissertation, The University of Texas - Pan American
2012-00-00
978-1-2679-0110-1
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551941
2015
As Provided
JAN2020
No
Principals
Communities of Practice
Computer Mediated Communication
Qualitative Research
Elementary Schools
Middle Schools
High Schools
Administrator Role
Instructional Leadership
Educational Technology
Technology Uses in Education
Professional Development
Brennan, William Vincent
Dissertations/Theses - Doctoral Dissertations
United States (North)
United States (South)
United States (Midwest)
United States (West)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
This national study explores and examines the experiences of principals who are actively engaged in virtual learning communities. The purpose of the study was to explore and understand the impact this virtual participation has on their professional learning and the learning of the organization. The study employed a qualitative research design to address two research questions. A purposeful sampling was used to identify 13 participants for the study. The participants represent four geographic regions of the United States: North, South, Midwest, and West. The participants included both genders and represent three academic levels: elementary, middle, and high school. The findings suggest that principals' participation in virtual communities of practice influences their ability to lead organizational change through organizational learning. The study identifies five major themes. The study concludes with an interpretation of the findings based on these themes and recommendations for future research, as well as for the academic community at large. [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.]
ED552230
School Principals and Virtual Learning: A Catalyst to Personal and Organizational Learning
ProQuest LLC
Ed.D. Dissertation, Fordham University
2013-00-00
978-1-2678-8930-0
181
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551332
2015
As Provided
JAN2020
No
School Psychologists
Graduate Students
Online Courses
Professional Development
Trauma
Child Abuse
Instructional Effectiveness
Comparative Analysis
Control Groups
Experimental Groups
Legal Responsibility
Disclosure
Dezen, Kristin
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Elementary Secondary Education
The present study was designed to address the current lack of trauma training provided to school psychologists. Specifically, this study employed a randomized, controlled design to test the efficacy of an on-line training targeting school psychology graduate student trainees' awareness of the signs and symptoms of child abuse as well as their knowledge of mandated reporting responsibilities. Results indicated that school psychologist trainees who completed the on-line training module reported greater awareness of the signs and symptoms of child abuse after viewing the module than did those school psychologist trainees who did not view the module. Similarly, school psychologist trainees who completed the on-line training module reported greater awareness of the signs and symptoms of child abuse after completing the on-line training than they did prior to completion. Moreover, this increased awareness of the signs and symptoms of child abuse among treatment participants was maintained three months post-training completion. No significant changes in knowledge of mandated reporting procedures were reported. Overall, these results suggest that an on-line training module focusing on child trauma may therefore be an effective way to increase school psychologist trainees' awareness of the signs and symptoms of child abuse, and, ideally, will improve the likelihood that they will recognize child abuse in practice. [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.]
ED552231
Measuring the Effects of an On-Line Training Module for School Psychologists Working with Traumatized Children: A Pilot Study
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Milwaukee
2012-00-00
978-1-2678-8932-4
140
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551333
2015
As Provided
JAN2020
No
Electronic Learning
Aesthetics
Pragmatics
Constructivism (Learning)
Student Centered Curriculum
Higher Education
Educational Change
Chapman, Jocelyn Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this dissertation is to show how aesthetic experiences and nontrivial conversations are at the heart of learning and can be designed for and practiced online. Aesthetic experiences are moments of acute attention, imbued with meaning (Parrish, 2009). Nontrivial conversations are conversations that increase possibilities for learning and generating knowledge (Pask, 1972; Sharples, 2005). Together they form a complementarity, meaning that in relationship they describe a phenomenon, in this case knowing or meaning making. Fostering nontrivial conversations and triggering aesthetic experiences is a non-dogmatic way of orienting education towards student-centered constructivist learning. Higher education is in the midst of large-scale transition, both conceptually and technologically, in response to global, social, economic, political, technological, and learning research trends. This transition has been slow and partial, but is accelerating. Conceptually, if not in practice, education is shifting from a model of knowledge transmission to collaborative knowledge construction. Technologically, online education has become largely accepted. The rapid expansion of online education does not contradict that it remains in many ways a wild frontier, a place where possibilities for increasing learning by methods unique to the online environment are being newly discovered and explored (Laurillard, 2005). This expansive "place of possibilities" is where this inquiry is located, expressly directed at facilitating learning. [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.]
ED552232
Teaching into the Heart of Knowing in Online Education: Aesthetics & Pragmatics
ProQuest LLC
Ph.D. Dissertation, California Institute of Integral Studies
2012-00-00
978-1-2678-8966-9
241
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551347
2015
As Provided
JAN2020
No
Program Evaluation
English (Second Language)
Second Language Learning
Second Language Instruction
Reading Achievement
Elementary School Students
English Language Learners
Teacher Effectiveness
Best Practices
Teaching Methods
Middle School Students
Teacher Evaluation
Feedback (Response)
Academic Achievement
Elementary School Teachers
Middle School Teachers
Rolland, Kathy A.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
This study focused on the evaluation of the English as a Second Language (ESL) program provided to the English Language Learners (ELLs) in elementary and middle schools in one local school district. The study evaluated two factors: model of service provided and teacher effectiveness. The models of service provided were a push-in model and a pull-out model. Teacher effectiveness was determined using an observation tool which included best practice instructional strategies for ELLs. The study examined the impact that these two factors had on the reading achievement and language acquisition of the ELL students in grades 3, 5, and 8. Research methods included teacher observations, analysis of student reading achievement based on the state assessment, and analysis of language acquisition based on the ACCESS assessment. The results suggest that regardless of the program type (push-in or pull-out), grade level taught, curriculum used, teacher planning for and implementation of best teaching practices and strategies is the factor that has the greatest impact on student achievement. Teacher evaluations and feedback on instructional practices need to occur often in order to improve teacher effectiveness and therefore have positive impact on student achievement. [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.]
ED552233
Evaluation of a School District's English as a Second Language Program
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2013-00-00
978-1-2678-8971-3
145
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551351
2015
As Provided
JAN2020
No
Statistical Analysis
Surveys
Theories
Correlation
Leadership
Organization
Higher Education
College Administration
Governance
Collegiality
Politics of Education
Cybernetics
Teacher Attitudes
College Faculty
Models
Instructional Leadership
Douglas, Pamela A.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This quantitative, nonexperimental study used survey research design and nonparametric statistics to investigate Birnbaum's (1988) theory that there is a relationship between the constructs of leadership and organization, as depicted in his five higher education models of organizational functioning: bureaucratic, collegial, political, anarchical, and cybernetic (an integration of two or more models). Four of Birnbaum's models (bureaucratic, collegial, political, and anarchical) can exist alone or simultaneously in the same organization, although their presence may vary at any given time. The cybernetic model (an integration of two or more of the four models) represents a loosely coupled, open system. Birnbaum's theory of models of organizational functioning integrates organization theory with a cognitive and systems approach to leadership. A research instrument was developed to gather data to test Birnbaum's theory, as no empirical evidence existed to confirm or reject his theory. The Models of Leadership and Organization survey was used for the purpose of this study to gather faculty perceptions of the model of leadership of deans and the model of organization of the educational unit led. The conceptual framework used, as a lens to view leadership within the context of the characteristics of the higher education organization, is the contextual leadership paradigm, not commonly used to study college and university leadership. Study findings contribute to the body of knowledge of higher education leadership through confirmation of the existence of Birnbaum's cybernetic model of leadership and organization (an integration of two or more models of leadership or organization). Findings revealed that the majority of respondents perceived the model of leadership of a dean as cybernetic (an integration of two or more models of leadership). The majority of respondents also perceived the model of organization of the educational unit led by a dean as cybernetic (an integration of two or more models of organization). Of the total number of respondents who perceived the cybernetic model of organization, the majority also perceived the cybernetic model of leadership when describing the leadership behavior of a dean. Results of the chi-square test of independence revealed a significant relationship between cybernetic models of leadership and cybernetic models of organization. The finding that the majority of respondents perceived the cybernetic model of leadership when describing a dean and the cybernetic model of organization when describing the educational unit led answers the primary research question of this study: "Is there a relationship between faculty perceptions of the model of leadership of deans and the model of organization of the educational unit led, as theorized by Birnbaum?" Findings support Birnbaum's conjecture that no single model of leadership or organization can adequately describe the complexity of college and university leadership and the higher education organization. [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.]
ED552234
A Study of Birnbaum's Theory of the Relationship between the Constructs of Leadership and Organization as Depicted in His Higher Education Models of Organizational Functioning: A Contextual Leadership Paradigm for Higher Education
ProQuest LLC
Ed.D. Dissertation, The George Washington University
2013-00-00
978-1-2678-8974-4
183
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551353
2015
As Provided
JAN2020
No
Alumni
Identification
Public Colleges
Universities
Marketing
Peer Relationship
Student Experience
Models
Participation
Reputation
Satisfaction
Fund Raising
Donors
Pung, Barnaby
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
This dissertation sought to provide a better understanding of early alumnus identity at a public Midwestern university. Unlike a majority of alumni studies, this study used a qualitative case study methodology to examine alumni identity among participants through the use of personal interviews. Participants were 10-11 years post graduation from the same large Midwestern public university. Interview questions examined their identity as an alumna or alumnus through discussion of their level of engagement at their alma mater during their undergraduate years, their level of engagement with formal and informal alumni activities since, and their overall satisfaction with their professional and social experiences since graduation. The qualitative methodology allowed for deeper examination of the significant factors contributing to a salient alumni identity while still allowing for other themes and factors to emerge from the data. The theoretical frame for analysis was based in the Identity Salience Model of Relationship Marketing Success proposed by (Arnett, German, and Hunt, 2003). Based on their conclusions, those who exhibit higher identity salience as an alumnus (as a function of participation, prestige and satisfaction) are more likely to donate to and promote the institution. Given their findings, the results of this dissertation on early alumni identity have implications for fundraising. The key findings of this dissertation are as follows: 1) PMU alumni describe their experience as alumni primarily in terms of informal peer-social groups (i.e. close friends). 2) Alumni perceptions of academic and work preparation appear to play an important role in how they understand their college experience and frame their experience since graduation. 3). Other's perceptions of PMU appear to influence alumni perceptions of institutional quality and value. Implications of the findings and recommendations for practitioners can be found at the conclusion of the study. [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.]
ED552235
I Alumnus: Understanding Early Alumni Identity
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2013-00-00
978-1-2678-9007-8
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551357
2015
As Provided
JAN2020
No
Youth
Activism
Social Justice
Participatory Research
Community Development
Ethnography
Innovation
Models
Youth Programs
Nontraditional Education
Social Work
Student Development
Intergenerational Programs
Cooperation
Empowerment
Citizen Participation
Atkinson, Kristen N.
Dissertations/Theses - Doctoral Dissertations
English
This paper presents a participatory research approach to the study of youth activism within a community development and movement-building program. It employs participatory ethnography theory and methods to explore an innovative model of social change for social justice. Building on community youth development and transformative social work perspectives, this study examines the relationship between youth participation in a liberatory education program and the development of an activist identity. This research utilizes a collaborative, community-centric approach to expand social workers' knowledge of community organizing approaches to youth work in terms of (1) how education on oppression and social justice activism support youth development and (2) how youth in an activist program impact their communities. Findings from this study articulate a model of social justice youth development founded in intergenerational collaboration, anti-oppression, community, history, wellness and socio-political development. They indicate that such programming impacts young people's development in terms of their critical consciousness, self-reflexivity, sense of agency, relationships with adults and peers, ability to build alliances and leadership for social justice. Finally, they point to a number ways in which youth activists impact the organizations and communities in which they are engaged, including shaping the policies and practices of youth-serving institutions and the adults who work within them. In terms of implications, this study addresses gaps in knowledge of the impact of youth activism on healthy youth development and contributes to theory-building about the facilitative factors associated with social justice-focused approaches to youth development. It offers us a model of empowerment-based youth services founded in intergenerational relationships, anti-oppressive principles and social change. In practice, these findings indicate that liberatory education and youth activism programs hold enormous potential as avenues of young people's development as engaged citizens. They point to innovative ways to foster youth agency by re-imagining the conditions, policies and practices of service organizations. At the policy level, these findings justify further investment in resources, opportunities and supports that facilitate youth civic engagement. [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.]
ED552236
Education for Liberation: A Precursor to Youth Activism for Social Justice
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9118-1
311
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551366
2015
As Provided
JAN2020
No
Mathematics Instruction
Qualitative Research
Teaching Methods
Sociocultural Patterns
Social Influences
Politics
Urban Schools
Public Schools
Secondary Schools
Secondary School Teachers
Secondary School Students
African American Students
Hispanic American Students
Low Income Groups
Scaffolding (Teaching Technique)
Teacher Student Relationship
Video Technology
Audio Equipment
Homework
Student Projects
Journal Writing
Discussion (Teaching Technique)
Classroom Techniques
Balasubramanian, Anita
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Secondary Education
This dissertation elaborates the findings of a qualitative investigation of a year-long mathematics classroom in an urban, untracked, neighborhood (i.e., non-selective-enrollment) public high school in Chicago where students (all Latino/a and Black, from low-income families) and teacher co-created a classroom to "read the mathematical word" (learn mathematics) and "read the world with mathematics" (understand social reality using mathematics) using "generative themes" (key social contradictions) from students' lives. It attempts to gain a deeper and more nuanced understanding of the complexities of this classroom where mathematical and sociopolitical dimensions were in a dialectical relationship. Using a theoretical framework synthesized from Vygotskian and Freirean perspectives, this study examines classroom interactions to understand how mathematical and sociopolitical dimensions were interwoven, how the teacher scaffolded these two dimensions, and the classroom features and student-teacher relationships that facilitated this interweaving. Data including field notes, teacher journals, video and audio recordings of classroom interactions, student work (homework, presentations, journal assignments, unit projects, etc.), and curricula from two of the year's units offer insights into the complexity of the dialectical relationship between mathematical and sociopolitical dimensions in this classroom. The analysis indicates that these two dimensions were interwoven (foregrounded, backgrounded, and interconnected) in multiple aspects of the classroom (content, teacher and student utterances, and teacher pedagogical decisions) across time (daily, over few days, and the entire unit). Each generative theme offered different possibilities and challenges for mathematical and sociopolitical analysis and connecting the two. Moreover, the relationship between the mathematical and sociopolitical dimension in each unit guided the teacher in making pedagogical decisions on when and how to either foreground one of the dimensions or connect the two. The interaction features that emerged primarily created and sustained a dialogic classroom environment and helped build political relationships between students and teacher, which in turn facilitated the mathematical-sociopolitical interweaving. Several instances from the classroom interactions of the two units are presented to illustrate these themes and the tensions that emerged therein. The findings from this study will inform and inspire practices for teaching mathematics for social justice based on generative themes. [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.]
ED552237
The Complexity of Interweaving Mathematical and Sociopolitical Content in and through the Classroom Space
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9119-8
221
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551367
2015
As Provided
JAN2020
No
Reading Instruction
Reading Teachers
Elementary School Teachers
Reading Achievement
Elementary School Students
Self Efficacy
Measures (Individuals)
Correlation
Statistical Significance
Predictor Variables
Educational Attainment
Teaching Experience
Ethnicity
Income
Poggio, Jennifer M.
Dissertations/Theses - Doctoral Dissertations
Kansas
Kansas
English
Elementary Education
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the extent to which teacher efficacy relates to student achievement in literacy is sparse. Of the few studies that have been conducted relating student achievement to literacy instruction (Anderson, Green, & Lowen, 1988, Borton, 1991 Armor et al., 1979; Ashton & Webb, 1986, Tschannen-Moran, & Johnson, 2011 & Tranz & Gibson, 1986), a global measure of teacher efficacy was used for data collection. Bandura (2001) highlighted the need for a context specific measure when measuring efficacy, "Scales of perceived self-efficacy must be tailored to the particular domains of functioning that are the object of interest." With the need for a content specific measure for literacy apparent, Tschannen- Moran and Johnson (2011) created and validated a literacy specific measure, The Teacher Sense of Efficacy for Literacy Instruction (TSELI). For this study, the TSELI was used to measure teachers' sense of efficacy for literacy instruction and the reading test of the Kansas Assessment (2008) was used to measure student reading achievement. Teachers with high efficacy were hypothesized to impact students' reading gains positively. The results indicated that there was a statistically significant relationship between teachers' sense of efficacy for literacy instruction and student achievement gains in reading. This study also hypothesized that as grade level increased TSELI scores would decrease. However, results of this study did not support this hypothesis. Additionally, both student and teacher level characteristics effects on TSELI scores were examined. Teacher-level variables including highest degree obtained and number of years teaching were found to have a significant effect on TSELI scores. Student-level variables of ethnicity and lunch status were deemed significant. The results of this study enhance the already extensive research base that exists pertaining to teacher efficacy and achievement. However, this study initiates the research base examining teacher sense of efficacy for literacy instruction and reading achievement using the TSELI measure. Findings and recommendations from this study should be used to inform new investigations relating to teacher efficacy and student achievement in reading. As the construct of efficacy continues to evolve, it is important that teachers, policymakers, and administrators understand its effects. [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.]
ED552238
Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight
ProQuest LLC
Ph.D. Dissertation, University of Kansas
2012-00-00
978-1-2678-9829-6
206
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551746
2015
As Provided
JAN2020
No
Equal Education
Disproportionate Representation
Outcomes of Education
Urban Education
Diversity (Institutional)
Cultural Awareness
Institutional Characteristics
Educational Attitudes
Attitude Change
Facilitators (Individuals)
Case Studies
Pickens, Augusta Maria
Dissertations/Theses - Doctoral Dissertations
California
California
English
The Diversity Scorecard Project evaluated in this study was created by the University of Southern California's Center for Urban Education. It was designed to create awareness among institutional members about the state of inequities in educational outcomes for underrepresented students. The Diversity Scorecard Project facilitators' aimed to encourage equity-mindedness in the way campus members made sense of unequal outcomes and the role they played in eliminating the inequities. The purpose of the case study was to evaluate the evidence team members' response to the data, their interpretation of the inequities, and to determine whether the team members' explanations of the inequities changed because of their participation project. As a result of this study, I determined that despite the team members increased awareness of the inequities, they did not change how they viewed the inequities among underrepresented students and therefore did not develop equity-mindedness. [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.]
ED552239
Creating an Equity State of Mind: A Learning Process
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9799-2
115
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551736
2015
As Provided
JAN2020
No
Preservice Teachers
Teacher Characteristics
Teacher Effectiveness
Preservice Teacher Education
Teacher Persistence
Teacher Attitudes
Graduate Students
Research Universities
Regression (Statistics)
Scores
Electronic Learning
Conventional Instruction
On Campus Students
Distance Education
Comparative Analysis
Predictor Variables
Grade Point Average
Nollner, Julie Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examined teacher efficacy and teacher commitment in recent graduates of a preservice teacher education program. Specifically, an exploratory analysis on the qualities of these graduates that were related to teacher efficacy and teacher commitment after completion of the preservice teacher education program was conducted. Participants included 58 recent graduates of an on-campus and online preservice teacher education program at a leading research university. Multiple and linear regression analyses were conducted to identify factors that were related to teacher efficacy and the desire to serve and commit to the teaching profession after completion of the program. Also, a series of paired t tests was conducted to compare teacher efficacy and teacher commitment scores for participants who assumed employment in high-need schools and those who did not. And one-way analysis of variance (ANOVA) was performed to identify differences between the online and on-campus graduates. Results of the regression analyses indicated that age was a significant predictor of general teacher efficacy, and content grade point average was a significant predictor of teacher commitment. Additionally, t tests revealed no significant differences in mean scores for teacher efficacy and teacher commitment between teachers in high-need schools and those in traditional settings. One-way ANOVA results indicated no significant differences between the online and on-campus groups in terms of the identified variables. [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.]
ED552240
An Examination of Prospective Teacher Qualities Related to Teacher Efficacy and Teacher Commitment
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9791-6
129
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551728
2015
As Provided
JAN2020
No
Hawaiians
Educational Innovation
Culturally Relevant Education
Incentives
Motivation
Institutional Characteristics
Positive Attitudes
Employees
World Views
Innovation
Miller, Jamee Mahealani
Dissertations/Theses - Doctoral Dissertations
Hawaii
Hawaii
English
Native Hawaiians come from a tradition of success and resilience. Sumida and Meyer (2006) report that Native Hawaiians were among the most literate people in the world in the 1840's where they had the highest literacy rate west of the Rockies. By 1893, nearly 100 Hawaiian newspapers were in print and circulation in the Hawaiian Islands (Sumida & Meyer, 2006). Prior to western contact, the islands maintained a highly sophisticated society by sustaining 500,000+ people through the very concise agricultural and hydroponic systems (Kame'eleihiwa, 1989). Native Hawaiians were experts in sailing, agriculture, fishing, clothing manufacturing, and medicine (Kame'eleihiwa, 1989). A society once depicting innovation, ingenuity and intelligence. Less than two hundred years later, this is no longer the case. The intent of this study is to investigate whether the Queen Lili'uokalani Children's Center (QLCC) is perceived as being an innovative organization or not. This study posed emphasis for a disruptive innovative change in the delivery of educational services for Native Hawaiians. Whereby, educational methodologies, learning processes and collaborative efforts which stimulate and engage Native Hawaiian students are innovative and implemented in an effort to help these students reach their fullest potential. The Queen Lili'uokalani Children's Center was chosen to be studied for their innovative collaborative work with Native Hawaiian students and their families. It was hypothesized that QLCC is an innovative organization. This study inquires whether the establishment of QLCC's Incentive Motivation program is perceived as an organizational innovation. This study also queries whether the use of Hawaiian cultural practices and values within the delivery of services are considered to be innovative. This study furthermore investigates whether QLCC possesses three key internal antecedents of an innovative organization. The results of this study add to the limited literature on innovation in education for Native Hawaiians. This study was able to demonstrate that a traditional, hierarchal organization such as QLCC does possess internal antecedents of innovation. Furthermore, the data showed that QLCC staff have positive attitudes towards innovation, are willing to try new things and are receptive to changes that enhance the lives of Hawaiian children and their families. The results also provide evidence to corroborate this study's framework on "Ho'okumu A'e," Hawaiian worldview. Hawaiian perspectives or worldview emphasizes the importance of learning from the past. Where learning from the past is the ability to create value through new uses of existing knowledge (Jamrog, Vickers and Bear, 2006), thereby being innovative. Participants in the study also believed that the use of Hawaiian cultural practices and values are essential when working with the Native Hawaiian population despite your own ethnicity. The findings of this study will assist policymakers, administrators and staff to develop policies and procedures to improve the social and educational status of Native Hawaiians. This study recognizes the contribution that QLCC has made to the Native Hawaiian community and the larger community as only one example of culturally relevant uses for innovation. It is therefore suggested that innovation within a Hawaiian organization be culturally relevant. Which in this context means: 1) Innovation should be useful and influence those who work with Native Hawaiian families; 2) Innovation should be based on Native Hawaiian value system; and 3) Innovation should be easily adaptable and highly relevant to the Native Hawaiian population as in the example of Nana I Ke Kumu. [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.]
ED552241
The Perception of Innovation in the Delivery of Services for Hawaiian Students
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9781-7
124
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551719
2015
As Provided
JAN2020
No
Student Attitudes
Parent Participation
Goal Orientation
Student Diversity
Grade 5
Elementary School Students
Poverty
Statistical Analysis
Parenting Styles
Mastery Learning
Performance
Student Interests
Student Participation
Likert Scales
Surveys
Interaction
Gender Differences
Mendoza, Christine Daryabigi
Dissertations/Theses - Doctoral Dissertations
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
The purpose of this study was to examine a possible relationship between student perceptions of parental involvement and student goal orientation for an ethnically diverse fifth grade elementary population from high-poverty schools. This study was quantitative in nature and employed the Patterns of Adaptive Learning Scales (PALS) to assess the goal orientations of participants, and the Parenting Style Parental Involvement (PSPI) scale to measure student perceptions of parental involvement. PALS quantified mastery, performance-approach, and performance-avoid goal orientations, while the PSPI calculated student perceptions of parental achievement value, interest in schoolwork, and involvement in school functions. One hundred two fifth grade students answered Likert-type surveys regarding their goal orientation, perceived parental involvement, as well as four demographic questions. All data was collected using Qualtrics Survey Software (Qualtrics Labs, Inc., 2012) and was analyzed using the Statistical Package for the Social Sciences. Simple linear regressions revealed that student perceptions of parental involvement significantly predicted both mastery and performance-approach goal orientations, but found no relation to performance-avoid goal orientation. Student perceptions of parental achievement value also predicted performance-approach goal orientation, but was unrelated to both mastery and performance-avoid goal orientations. A one-way analysis of variance (ANOVA) followed by a post hoc Tukey test found a significant difference between the low and high parental involvement groups in mastery goal orientation, with a large effect size and a Kruskal-Wallis test followed by a pos hoc Mann-Whitney showed a significant difference between the high and low, and high and medium, parental involvement groups with a medium and small effect size, respectively. A two-way MANOVA was run to determine if there were interaction effects between gender and high, medium, and low student perceptions of parental involvement groups that resulted in a difference in mastery or approach goal orientations, respectively. Results showed a lack of interaction effects as well as a lack of main effects for gender on mastery and approach goal orientations. The measurement of parental involvement via student perceptions and the assessment of a diverse elementary school population were unique to the current study. Findings indicated that when parents are highly involved in their child's education, their child will orient themselves toward achievement either through a mastery or performance-approach goal orientation. This adds to the research literature that suggests parental involvement is an essential factor influencing student motivation. Further research is needed to assess the relationship between student perceptions of parental involvement and student goal orientation for diverse populations in race, ethnicity, age, and socioeconomic status, and to determine the facilitative nature of performance-approach goal orientation at different developmental levels. It is projected that the findings from this study will assist practitioners in educating teachers and parents as to the importance of student goal orientation and how it is influenced by student perceptions of parental involvement. [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.]
ED552242
Parental Involvement and Student Motivation: A Quantitative Study of the Relationship between Student Goal Orientation and Student Perceptions of Parental Involvement among 5th Grade Students
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9779-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551717
2015
As Provided
JAN2020
No
Parents
Parent Participation
Immigrants
Comparative Analysis
Case Studies
Hispanic American Students
Hispanic Americans
Elementary Schools
Low Income
Best Practices
Conventional Instruction
School Personnel
Academic Achievement
Sociocultural Patterns
School Activities
Models
Cultural Influences
Qualitative Research
Interviews
Observation
Marquez, Amalia
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
K-12 schools with large immigrant populations face a myriad of challenges, including low academic achievement and high dropout rates of Latino students. Parental involvement is a practical strategy in positively influencing student outcomes along the K-12 continuum. To this end, it is essential that immigrant impacted schools work together with parents in improving student achievement. The study adds to the existing research on Latino immigrant parents and their involvement with their children's education. Specifically, the study examined and described the key characteristics of the parent involvement practices at two elementary schools serving predominantly low-income, immigrant populations through a comparative case study research methodology. The comparative case study approach was selected so that the researcher could examine the nuanced similarities and differences between two schools: a school that exhibits "best practices" in working with Latino immigrant parents, and a school that has conventional parent involvement practices. Socio-cultural theory is utilized to frame how school practitioners and parents work together to facilitate student achievement. Two sets of questions and sub-questions guide this study: (1) What is the range and nature of activity settings at each school where parent participation takes place? (1a) What are the similarities and differences in the range and nature of activity settings of the exemplary parent program in comparison to the regular parent program? (2) How do the cultural models of parent participation between school staff members and parents differ at each school? (2a) What are the similarities and differences in the cultural models of parent participation [between school staff members and parents] of the exemplary parent program in comparison to the regular parent program? This qualitative study utilized in-depth interviews with parents, teachers, and administrators, and observations as the data sources. Data yielded from the interviews and observations of school-based events were analyzed to identify each of the program's main components that constitute successful Latino parent participation. The main findings of the study identified meaningful strategies in engaging Latino parents in school and home-based activities and, therefore, pose important implications for educators and parents. [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.]
ED552243
Examining Parent Involvement Activities in Two Immigrant-Impacted Schools: A Comparative Case Study
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9774-9
185
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551712
2015
As Provided
JAN2020
No
Teacher Education
Masters Degrees
Preservice Teachers
Hispanic American Students
English Language Learners
Student Attitudes
Course Content
Integrated Curriculum
Secondary Education
Social Environment
Context Effect
Cultural Education
Mixed Methods Research
Equal Education
Social Justice
Lomeli, Cynthia Leticia
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
The purpose of this study was to further understand the perceptions of MAT@USC teacher candidates and how their perceptions and previous experiences affect the educational experiences of Latino English language learners. Three questions were developed to guide this study: (1) What are the perceptions of MAT@USC candidates in selected courses toward Latino English learners? ; (2) How do the experiences prior to enrollment in one of the MAT@USC selected courses affect candidates' reception to course content?; and (3) How do the candidates perceive the three selected courses in the MAT@USC program in facilitating their ability to serve the needs of Latino English learners? The respondents of this study were all MAT@USC students who reside across the United States and were enrolled in one of the targeted courses for this study: "Integrating Literacies in Secondary Content Instruction," "Framing the Social Context of High Needs Schools," and "Culture Learning in Schools: Latino," during the Fall 2011 semester. This mixed methods study illustrated what teacher candidates feel affects Latino English learners and how their coursework in the MAT@USC program prepared them to work with these students. Based on participants' responses, MAT@USC is "recasting the US curriculum to give greater emphasis on multiculturalism, equity, and social justice," in their teacher education program as recommended by Lynn & Smith-Maddox (2007, p. 95). [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.]
ED552244
MAT@USC Candidates and Latino English Language Learners
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9772-5
148
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551710
2015
As Provided
JAN2020
No
Indo European Languages
Pragmatics
Correlation
Syntax
Phrase Structure
German
Diachronic Linguistics
English
Language Research
Structural Analysis (Linguistics)
Contrastive Linguistics
Light, Caitlin
Dissertations/Theses - Doctoral Dissertations
English
Across the Germanic language family, we find a type of movement traditionally termed "topicalization," which may be realized in Germanic languages which possess the so-called Verb-Second (V2) constraint, as well as those without it. I will henceforward call this phenomenon "fronting" to avoid theoretical assumptions. This dissertation is concerned with a detailed comparative study of the syntactic and pragmatic properties of fronting across the Germanic family. Expanding on a proposal sketched for German in Frey (2004a, 2006a,b), I pursue the hypothesis that the apparent diversity of pragmatic properties associated with fronting has a relatively simple source: fronting occurs as the result of not one, but two possible types of movement, which I will follow Frey in terming Formal Movement (FM) and True A-Bar Movement (TAB). While TAB is associated with a contrastive interpretation, and may target any element in the clause, FM has no pragmatic effect and targets only the nearest available constituent. Under this analysis, the apparently divergent categories of fronted elements are split down the middle, and we may proceed to explore the properties associated with each type individually. In this dissertation, I demonstrate that Frey's analysis may be extended to a cross-Germanic account of object fronting. I will show that TAB remains a constant across the Germanic language family, but only V2 languages have FM as an option, because FM is a phenomenon inherently linked to the V2 requirement, existing solely to fill Spec,CP as a last resort due to what has been described as an EPP feature on C. Ultimately, the result is a unified account of fronting across the Germanic language family, supported by both diachronic and synchronic evidence from English, Icelandic, German and Dutch. [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.]
ED552245
The Syntax and Pragmatics of Fronting in Germanic
ProQuest LLC
Ph.D. Dissertation, University of Pennsylvania
2012-00-00
978-1-2678-9769-5
214
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551707
2015
As Provided
JAN2020
No
Global Approach
Higher Education
Universities
Educational Indicators
Research Methodology
Administrator Attitudes
Interviews
Johnson, Lincoln Duane
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Higher education has entered an era of globalization where the movement of minds is fashioning out a new university. This study defines and describes globalization and its impact on higher education. It presents the uses and methodologies of rankings and global measurements which are increasing in scope and breadth as the university system aims to cross international borders and create worldwide connections. This study developed indicators of global engagement at universities using data from rankings methodologies and interview data from university administrators and organization executives/experts in the field of globalization. The study sample was comprised of administrators at five comprehensive, research-oriented, geographically diverse universities with global academic and research standards, common values, and similarities in organization and management and with five executives/experts at leading global higher education organizations. After data were collected from worldwide university rankings methodologies and qualitative inquiry interviews with administrators and executives/experts, an analysis was done using qualitative coding. The data were triangulated using theory triangulation. The findings that emerged in this study are 1.) International faculty, students and administrators are vital to globalization processes; 2.) Global consciousness should be integrated throughout the institution at all levels; 3.) Brand image and recognition are important aspects of a university's global profile; 4.) International collaboration and cross-border engagement are essential; and 5.) Administrative involvement and support are necessary for successful programs and policies to exist. From this data, a list of indicators of globalization was developed that can assist universities with focusing comprehensive activities, culture and climate toward more useful processes and undertakings by providing a list of indicators of beneficial processes, activities and competencies that can be undertaken that promote globalization at universities. [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.]
ED552246
Measuring and Assessing Globalization in Higher Education: The Creation of a Scale of Global Engagement
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9753-4
134
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551696
2015
As Provided
JAN2020
No
Research Universities
College Faculty
Global Approach
Culture
Teacher Attitudes
Interviews
Qualitative Research
Hirano, Alison Izawa
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The processes of globalization have an impact on society in numerous ways. As a result, higher education institutions around the world attempt to adjust to these changes through internationalization efforts. Amongst the key stakeholders who play an important role in assuring that these efforts are successful is the faculty because it is this body of academics and scholars who are primarily responsible for the research and teaching aspects of the university. However, very little is known about faculty perceptions of internationalization and virtually no studies have investigated faculty perceptions of globalization. Furthermore, the cultures of faculty, specifically one of the most influential cultures--the disciplinary culture--could potentially have a significant impact on their perceptions. This study set out to investigate how faculty perceived globalization and internationalization, the faculty cultures that might be indicated by these perceptions, and whether or not these perceptions and cultures varied between the faculty disciplines. In this study, thirty full--time faculty at a research university were interviewed. All participants were selected based on their faculty position in one of three broad disciplinary groups: Natural Sciences, Social Sciences and Humanities. In implementing a qualitative methods approach, this study utilized an open--ended interviewing method. In the data analysis, Umbach's (2007) model of faculty culture was employed as the theoretical framework. This study found that faculty perceptions of globalization and internationalization do vary substantially amongst the disciplines, and, although faculty do define these processes in a variety of contexts, faculty tend to understand globalization and internationalization through particular practices and policies within the higher education landscape. Due to the considerable differences in faculty perceptions and cultures, the researcher recommends that institutions of higher education take into account the cultural differences that may have an impact on faculty perceptions of globalization and internationalization, and that the contexts revealed by the faculty in this study--as ways in which they perceive these processes--can be utilized by institutions who seek to implement cohesive and successful internationalization efforts that address globalization. [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.]
ED552247
Globalization, Internationalization and the Faculty: Culture and Perception of Full-Time Faculty at a Research University
ProQuest LLC
Ed.D. Dissertation, University of Southern California
2012-00-00
978-1-2678-9749-7
225
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551692
2015
As Provided
JAN2020
No
Charter Schools
Interdisciplinary Approach
Partnerships in Education
School Business Relationship
Social Responsibility
Educational Change
Educational Improvement
Washington, Cheryl A.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
This study investigated the practices, processes, and success rates of 15 entrepreneurial alliances in the Texas charter school industry. The research involved interdisciplinary industries (business and education) and focused on how a specific type of alliance structure utilized social innovation to exploit opportunity and impact change in the Texas public school system. The researcher sought a deeper understanding of how entrepreneurs strategically formed alliances in the Texas charter school industry to pursue opportunity, mobilize resources, and respond to market failures caused by performance problems. A variety of modern day entrepreneurship practices (educational, social, strategic, public) were found to be at work in the Texas public charter school industry according to those that participated in this study. Qualitative data from multiple sources were collected, analyzed, converged and triangulated resulting in the development of 12 themes. Through participant interviews and a document review process, the researcher gathered authentic data to summarize and describe from a fundamental perspective how these entrepreneurial alliances conducted business. A summary of the investigation that describes the processes, practices and success rates of the 15 entrepreneurial pioneer organizations that took a risk to satisfy the social responsibility of business by reaching a targeted population of disengaged students is highlighted in this study. This new information may prove beneficial to educators, policy makers, parents, and public interest groups interested in change management and school improvement. [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.]
ED552248
Entrepreneurial Alliances: A Study of Entrepreneurship and Strategic Alliances in the Charter School Industry
ProQuest LLC
Ph.D. Dissertation, Capella University
2012-00-00
978-1-2678-8559-3
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551101
2015
As Provided
JAN2020
No
Electronic Learning
Writing (Composition)
Literary Genres
Computer Mediated Communication
Rhetoric
Writing Processes
Semi Structured Interviews
Case Studies
Wilson, Lynn Ann
Dissertations/Theses - Doctoral Dissertations
English
Based upon theories of computer mediated communication of Herring and Lemke and the work of genre scholars such as Askehave, Santini, and Devitt, this qualitative study explored how computer mediated communication shapes writing genres in an online classroom. Genre embodies the context and users' purpose for any textual communication. Through a case study of a graduate level online class, the study investigated students' experiences of the genres realized by their writing in the online classroom. The primary goal of the research study was to understand students' experiences of enacting the multiple writing genres in an online class. The research questions were: 1) What are the rhetorical situations for students' writing in an online classroom? 2) How do students acquire knowledge of the conventions of the multiple genres of online classroom writing? 3) What are students' experiences of enacting the multiple writing genres in an online classroom? Semi-structured transcribed interviews, field notes of online classroom observations, artifacts gathered from the online class, and questionnaire results were collected as data and interpreted by applying an inductive analysis. The online classroom is a multi-generic space where students are called upon to enact various writing genres, depending on the rhetorical situation of the learning activity, in order to perform the social practices of online education. Genre is a useful lens for exploring students' online writing practices because genres offer a means of accessing the ways language forms the experience of information and ideas. Since online classes immerse students in an environment of written text, online student writing illustrates evolving web genres in action. This changeable notion of genre suggests that opportunities exist within the online space for students to direct their own genre performances in ways that make sense for their computer mediated learning environment. The study revealed students' awareness of their own rhetorical choices through the enactment of particular writing genres online and how their writing was shaped by computer mediated communication. The online classroom has the potential to be an optimal space for students to engage in genre (re)formation shaped by the CMC medium of online learning. The results and analysis of the research may influence institutions to take a more informed approach to improving instructional practices online in general and writing practices online in particular. [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.]
ED552249
The Multiple Writing Genres of Online Learning: Students' Experience of Writing in the Online Classroom Space
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Charlotte
2012-00-00
978-1-2679-0130-9
237
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551950
2015
As Provided
JAN2020
No
Computer Software
Computer Security
Programming
Interaction
Coding
Error Correction
Prompting
Computer Oriented Programs
Productivity
Use Studies
Xie, Jing
Dissertations/Theses - Doctoral Dissertations
English
Software vulnerabilities originating from insecure code are one of the leading causes of security problems people face today. Unfortunately, many software developers have not been adequately trained in writing secure programs that are resistant from attacks violating program confidentiality, integrity, and availability, a style of programming which I refer to as "secure programming". Worse, even well-trained developers can still make programming errors, including security ones. This may be either because of their lack of understanding of secure programming practices, and/or their lapses of attention on security. Much work on software security has focused on detecting software vulnerabilities through automated analysis techniques. While they are effective, they are neither sufficient nor optimal. For instance, current tool support for secure programming, both from tool vendors as well as within the research community, focuses on catching security errors after the program is written. Tools such as static and dynamic analyzers work in a similar way as early compilers: developers must first run the tool, obtain and analyze results, diagnose programs, and finally fix the code if necessary. Thus, these tools tend to be used to find vulnerabilities at the end of the development lifecycle. Their popularity, however, does not guarantee utilization; other business priorities may take precedence. Moreover, using such tools often requires some security expertise, thus can be costly. What is worse, these approaches exclude programmers from the security loop, and therefore, do not discourage them from continuing to write insecure code. In this dissertation, I investigate an approach to increasing developer awareness and promoting good practices of secure programming by interactively reminding programmers of secure programming practices in situ, helping them to either close the secure programming knowledge gap or overcome attention/memory lapses. More specifically, I designed two techniques to help programmers prevent common secure coding errors: "interactive code refactoring and interactive code annotation". My thesis is that by providing effective reminder support in a programming environment, e.g. modern IDE, one can effectively reduce common security vulnerabilities in software systems. I have implemented interactive code refactoring as a proof-of-concept plugin for Eclipse and Java. Extensive evaluation results show that this approach can detect and address common web application vulnerabilities, it can also serve as an effective aid for programmers in writing secure code. My approach can also effectively complement existing software security best practices and significantly increase developer productivity. I have also implemented interactive code annotation, and conduct user studies to investigate its effectiveness and impact on developers' programming behaviors and awareness towards writing secure code. [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.]
ED552250
Interactive Programming Support for Secure Software Development
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Charlotte
2012-00-00
978-1-2679-0133-0
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551952
2015
As Provided
JAN2020
No
Mixed Methods Research
Vocabulary Development
Internet
Teaching Methods
Socioeconomic Status
Educational Technology
Elementary School Teachers
Elementary School Students
Greek
Latin
Suburban Schools
Interviews
Student Attitudes
Teacher Attitudes
Morphemes
Statistical Analysis
Instructional Effectiveness
Achievement Gains
Language Tests
Grade 5
Yearta, Lindsay Sheronick
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Vocabulary and comprehension are so inextricably linked that it ensures the necessity of researchers and teachers to determine the most effective method of vocabulary instruction. Our nation's children are still victims of what has been termed the vocabulary gap (Biemiller & Boote, 2006). This "vocabulary gap," according to a large body of research (Chall, Jacobs, & Baldwin, 1990; Chall & Jacobs, 2003; Hart & Risley, 1995), is largely attributed to students' socioeconomic status. With the increasing digitization of education and proliferation of technology in our culture, students are gaining access to additional learning tools (Collins & Halverson, 2009). Vocabulary is a dimension of education that can be mediated through digital tools such as the Internet. With a global emphasis on the development of 21st century skills, researchers and teachers need to explore new, digital means of teaching vocabulary. The purpose of this study was to explore an alternative method of vocabulary instruction, using digital technologies. The expectation was that digital vocabulary instruction possessed the potential to contribute a means to address the vocabulary gap and provide all students with the mediating tools to improve their vocabularies. This study took place over eight-weeks during the spring semester of 2012 and used a mixed-methods design. Participants included two fifth grade teachers and 43 fifth grade students. The intact classes each had access to two types of vocabulary instruction on Greek and Latin roots: a digital word wall and a non-digital word wall. Group A began instruction with the digital word wall; group B began instruction with the non-digital word wall. At the end of a three week period, the instructional methods were switched and group A was instructed with the non-digital word wall while group B was instructed with the digital word wall. The study took place in a public elementary school located in a suburban area outside of a large city in the southeastern United States. The students learned three new Greek and Latin roots or prefixes per week. Interviews with students and teachers were conducted and thematically analyzed. A two-way repeated measures ANOVA was used to determine significant differences in students' vocabulary growth as was measured by multiple assessments. While further research is needed, an analysis of the data indicates that the digital word wall is a viable vocabulary instructional method to be added to teachers' repertoires. [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.]
ED552251
The Effect of Digital Word Study on Fifth Graders' Vocabulary Acquisition, Retention, and Motivation: A Mixed Methods Approach
ProQuest LLC
Ph.D. Dissertation, The University of North Carolina at Charlotte
2012-00-00
978-1-2679-0136-1
199
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551954
2015
As Provided
JAN2020
No
Synchronous Communication
Computer Mediated Communication
Undergraduate Students
Handheld Devices
Social Networks
Laptop Computers
Use Studies
Age Differences
Need Gratification
Student Behavior
Computer Attitudes
Austin, Richard John
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This dissertation presents the results of an exploratory study which examined the use of synchronous text-based communication technologies (SMS texting and instant messaging) by undergraduate university students generally 18 to 24 years old. Preliminary focus groups were conducted in order to gain additional understanding of their usage of these communication technologies and to help refine the final questions used in the online survey. About a third of the over 200 students contacted, participated in the online survey investigating their usage of these technologies. The study revealed that among this group, SMS texting is the most frequently used synchronous text-based technology but many are also using other types such as Facebook Chat and instant messaging. This group used multiple devices to conduct their communications with text-enabled cell phones and laptop computers being the most widely used. While mobility is claimed to be an important advantage of these devices and technologies, over 82% of their communications take place from their home, dorm room, or workplace. The students also find these synchronous text-based technologies to be overwhelmingly effective for communicating with friends, siblings, and acquaintances but much less so for communicating with parents, teachers, and employers. One unanticipated finding from the study was that 37% of the undergraduate students were actually over 24 years old. This finding opened up another avenue of investigation, a comparison of the responses of the students from the two age groups. Numerous measurable differences were discovered between the two age groups when their responses we analyzed. Finally, the study explored some relevant theories which may explain in part or in whole the texting behaviors of undergraduate students as observed in the study. Three theories that fall into this category were examined: Media Richness Theory, the Technology Acceptance Model, and the Uses and Gratifications Theory. [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.]
ED552252
An Investigation of the Use of Synchronous Text-Based Communication Technologies by Undergraduate University Students
ProQuest LLC
Ph.D. Dissertation, Florida State University
2012-00-00
978-1-2678-8569-2
181
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551108
2015
As Provided
JAN2020
No
Early Intervention
Interpersonal Relationship
Toddlers
Parents
Coaching (Performance)
Preschool Teachers
Communication Strategies
Communication Skills
Context Effect
Developmental Delays
Data Analysis
Parent Role
Feedback (Response)
Drills (Practice)
Observation
Program Implementation
Family Involvement
Brown, Jennifer A.
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
Purpose: This study examined the triadic relationships between the early interventionist, the parent and the child in a parent-implemented communication intervention for toddlers. Specifically, relationships between coaching strategies used by interventionists, parents' implementation of communication intervention strategies, child communication targets, and the intervention context were explored. Method: A series of multiple-baseline single-case designs with replication across nine parent-child dyads was used to evaluate the effects of the family-guided routines-based intervention for toddlers eligible for IDEA Part C service due to developmental delays. Sequential analyses from aggregate data across the intervention phase provided a preliminary exploration of contingent relationships between coaching strategies, parent intervention strategies, and child communication. Results: Coaching strategies that provided opportunities for an active parent role (i.e., caregiver and guided practice with feedback and observation) were associated with higher parent implementation of intervention strategies. Responsive parent communication strategies yielded stronger relationships with child communication than modeling or prompting/milieu teaching strategies. Conclusions: Parent-implemented communication intervention focused on building parents' capacity through a collaborative coaching process in family-guided routines shows promise for enhanced parent and child outcomes as well as implementation of recommended practices in the early intervention system. [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.]
ED552253
Exploring Coaching Strategies in a Parent-Implemented Intervention for Toddlers
ProQuest LLC
Ph.D. Dissertation, Florida State University
2012-00-00
978-1-2678-8578-4
90
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551114
2015
As Provided
JAN2020
No
Educational Principles
Instructional Design
Elementary Secondary Education
Professional Development
Learning Modules
Electronic Learning
Decision Making
Program Effectiveness
Instructional Systems
Mendenhall, Anne M.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Merrill (2002a) created a set of fundamental principles of instruction that can lead to effective, efficient, and engaging (e[superscript 3]) instruction. The First Principles of Instruction (Merrill, 2002a) are a prescriptive set of interrelated instructional design practices that consist of activating prior knowledge, using specific portrayals to demonstrate component skills, application of newly acquired knowledge and skills, and integrating the new knowledge and skills into the learner's world. The central underlying principle is contextualizing instruction based on real-world tasks. Merrill (in press) hypothesizes that if one or more of the First Principles are not implemented, then a diminution of learning and performance will occur. There are only a few studies that indicate the efficaciousness of the First Principles of Instruction. However, most claims of efficacy in the application and usage of the principles are anecdotal and empirically unsubstantiated. This phenomenon is not isolated to the First Principles of Instruction. Claims of effectiveness made by ISD model users have taken precedence over empirically validating ISD models. This phenomenon can be attributed to a lack of comprehensive model validation procedures as well as time restraints and other limited resources (Richey, 2005). Richey (2005) posits that theorists and model developers tend to postulate the validity of a model due to its logicality and being supported by literature, as is the case with the First Principles of Instruction. Likewise, designers tend to equate the validity of a model with an appropriate fit within their environment; that is, if using the model is easy, addresses client needs, supports workplace restraints, and the resulting product satisfies the client then the model is viewed as being valid (Gustafson & Branch, 2002; Richey, 2005). Richey and Klein (2007) emphasis the importance of conducting design and development research in order to validate the use of instructional design models, which includes the fundamental principles (e.g., First Principles of Instruction) that underlie instructional design models. These principles and models require research that is rigorous and assesses the model's applicability instead of relying on unsubstantiated testimonials of usefulness and effectiveness (Gustafson & Branch, 2002). In order to validate the use of principles and models researchers need to explore and describe the usage of the principles and models to determine the degree of implementation in different settings (Richey & Klein, 2007). The purpose of this study was to examine the use of the First Principles of Instruction (Merrill, 2002a) and the decisions made by instructional designers -- including project leads, team leads, and designers-by-assignment. The investigation of the use of the First Principles was part of an effort to determine if these principles were conducive to being implemented during a fast-paced project that required the design and development of a large number of online modules. The predominant research question for this study was: How were the First Principles of Instruction used by instructional designers, in a short-term, high volume, rapid production of online K-12 teacher professional development modules? Four supporting questions were also addressed: 1) What were the conditions under which the First Principles of Instruction were used? 2) What design decisions were made during the project? 3) What is the level of understanding of the First Principles by instructional designers? 4) How frequently do the modules incorporate the First Principles of Instruction? This case study involved 15 participants who were all instructional designers and designers-by-assignment that worked on 49 science and math professional development modules for K-12 teachers within a short 11-week time period. Participant interviews, extant data--project management documents, e-mail communications, personal observations, recordings of meetings, participant surveys, and the evaluation of nine online modules consisted of the data collected in this design and development research study. The results indicated the First Principles of Instruction were not used at the level expected by the lead designer and may not be conducive to being applied as described by Merrill (2002a, 2007a, 2009a, 2009b) in this case. The frequency of use of the First Principles in the modules showed an overuse of the "Activation/Tell" principle in relationship to the number of "Demonstrations/Show" and "Application/Ask applications". Results also indicated that the project requirements, personnel, designer experience, the physical setting, and training and meetings contributed to decision-making and ultimately to the use and misuse of the First Principles of Instruction. [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.]
ED552254
Examining the Use of First Principles of Instruction by Instructional Designers in a Short-Term, High Volume, Rapid Production of Online K-12 Teacher Professional Development Modules
ProQuest LLC
Ph.D. Dissertation, Florida State University
2012-00-00
978-1-2678-8653-8
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551163
2015
As Provided
JAN2020
No
Language Tests
English
Language Arts
Scores
Grade 6
Elementary School Students
Middle School Students
Comparative Analysis
Academic Achievement
Service Learning
Johnson, La-Trice
Dissertations/Theses - Doctoral Dissertations
California
California
English
Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Secondary Education
Junior High Schools
A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of needs was the theoretical foundation used to explore the 6th grade achievement of students who transitioned into a middle school environment, compared to students who remained within an elementary environment. Guiding questions sought to find if there was a significant difference in ELA scores among elementary versus middle school campus. As a causal-comparative study, random sampling took place among 1,536 participants between 2 campus types. Instrumentation was an English language arts (ELA) district assessment for 6th grade. Data collected comparing scores on the ELA were analyzed with a t test. Findings showed that students attending 6th grade at the elementary campus scored significantly higher on the ELA than students attending 6th grade at middle school campuses. The findings resulted in the creation of a final project, a Service-Learning Academy for 6th grade students at the elementary campus. The academy's goals are to encourage academic achievement with Common Core State Standards, build self-esteem, and leadership qualities while shaping global learners in promoting social change. [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.]
ED552255
English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-2346-2
266
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553108
2015
As Provided
JAN2020
No
Music Education
Educational Technology
Older Adults
Teaching Methods
Technology Uses in Education
Computer Software
Learning Motivation
Musical Instruments
Attitude Measures
Skill Development
Age Differences
Prior Learning
Socioeconomic Status
Comparative Analysis
Retirement
Mitak, Kirsten Nora
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to determine the feasibility of Piano Wizard(TM) as a viable technological and instructional tool for older adults. Piano Wizard's applicability for seniors was determined by participants' musical skill development, perceptions of personal fulfillment, attitudes toward music learning, and opinions about the software program Piano Wizard(TM). Secondary purposes of the study were: (1) to identify participants' motivation for enrolling in a music skills program and (2) to examine differences in participants' attitudes, perceptions, and skill development based on their: age, previous musical experience, socio-economic status, or participation in individual vs. partner lessons. Six 30-minute weekly sessions were offered to residents at two retirement communities of contrasting socio-economic status (SES). Thirty older adults volunteered to serve as participants, and twenty-five (N=25) completed the six weeks of instruction. Musical skill development was determined by participants' average accuracy scores, the number of pieces learned, and "song-level" achieved at the end of the six weeks. Results revealed that participants met two of the three pre-determined criteria indicating musical progress, and that there were no significant differences in musical skill development based on participants' previous musical experience, SES, or participation in individual vs. partner lessons; however, significant differences were found based on participants' age. Older participants achieved significantly lower accuracy scores, learned significantly fewer songs, and achieved significantly lower song levels than younger participants. Participants' perceptions of personal fulfillment were examined using a questionnaire, with "escape from routine" and "play and fun" ranked as the highest-rated benefits of the lessons. Ratings of social benefits were not significantly different between participants taking individual and partner lessons. Attitudes toward music learning were measured through participants' weekly journals. Analysis of journal entries revealed a ratio of approximately 7:1--positive to negative comments concerning the Piano Wizard(TM) program and the piano lessons. Almost three-fourths of the participants reported that they would continue lessons using Piano Wizard(TM) if given the opportunity, with indicated partiality towards the rich accompaniment, colored notation, and multi-sensory features of the program. The highest ranked reason for participating in lessons was "to expand my mind." Although further research is warranted, the findings of this study suggest that Piano Wizard(TM) is a viable technological and instructional tool for older adults wishing to study piano. [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.]
ED552257
A Description of Older Adults' Participation in a Technology-Based Piano Program and Their Musical Skill Development, Perceptions of Personal Fulfillment, and Attitudes toward Music Learning
ProQuest LLC
Ph.D. Dissertation, Florida State University
2012-00-00
978-1-2678-8656-9
175
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551165
2015
As Provided
JAN2020
No
Foreign Countries
Access to Education
Higher Education
Public Policy
Educational Policy
Policy Analysis
Qualitative Research
Statistical Analysis
Equal Education
Academic Persistence
Uribe Correa, Lina
Dissertations/Theses - Doctoral Dissertations
Colombia
Colombia
English
Higher Education
Postsecondary Education
This research analyzes a set of national policy initiatives, 2002-2010, regularly referred to as Colombia's "Educational Revolution". Together these policies constitute a Colombian effort to increase access to higher education, an effort in partnership with the World Bank. The dissertation presents findings on policy goals, efforts, impacts, and outcomes. The concept of access policy used here is a broad one that places social and political institutions (including governments) in the role of equalizing opportunity. This concept comprises not only the entry stage but conditions prior to and after entrance into higher education. The research combines qualitative and quantitative approaches, based on an elaborated framework of access policy categories and indicators. It focuses on two issues: first, whether or not public policy goals--often enunciated in policy plans--were effectively translated into policy efforts, and subsequent impacts; and second whether changes to higher education policy significantly reduced social inequalities in student access and persistence, as envisioned by national policy makers and their World Bank partners. The policy efforts not only are multifaceted and innovative, but major and consistent with the goals conceived by the policymakers. Impacts and outcomes are mixed. Some policy impacts and outcomes represent major improvements that shift historical trends, whereas others leave problems that constitute future challenges for access policy. Policy has brought considerable enrollment increases for low-income groups. Also net enrollment rates have risen over time among all income groups. Substantial improvements in equity have come through a student aid program. However, unexpected inequalities emerged during implementation efforts, unequal proportions in participation by income groups persist, and the pre-existing challenges in access and equity remain (especially with respect to dropouts). The Colombian case has a three-fold significance. The first lies in the magnitude and variety of policy goals and efforts to increase access. The second lies in this being one of the biggest World Bank projects on access to higher education in Latin America. Third, relative to other countries, the Colombian higher education system comprises several important characteristics that deserve further exploration. Among them is Colombia's historical standing for having a regressive public higher education that has placed low-income students at a severe disadvantage, in a country with deeply rooted social inequalities. [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.]
ED552258
Access to Higher Education in Colombia: An Assessment of Public Policy and Outcomes
ProQuest LLC
Ph.D. Dissertation, State University of New York at Albany
2012-00-00
978-1-2679-1836-9
248
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552945
2015
As Provided
JAN2020
No
Foreign Countries
Academically Gifted
College Students
Academic Persistence
Student Adjustment
Influences
Statistical Analysis
Academic Achievement
Public Schools
Charter Schools
College Entrance Examinations
Scores
Student Motivation
Academic Failure
Mixed Methods Research
Gomez Arizaga, Maria P.
Dissertations/Theses - Doctoral Dissertations
Chile
Chile
English
Higher Education
Postsecondary Education
The popular belief that has been held for many years has been that students who have been identified as gifted would succeed academically in college because of their previous success in high school. However, in countries with a disadvantaged and unequal school system, one that is stratified according to groups' socioeconomic status, such as Chile, this statement could be questioned. Using quantitative and qualitative methodologies, the three studies presented in this dissertation have provided evidence confirming that gifted students had difficulties related to the transition to and persistence in college. Some of these difficulties were related to gifted students' initial academic performance in college and could be explained by their high school academic preparedness. Students who attended public schools had lower scores on the college entrance test (PSU) and had a lower academic performance in college than their gifted counterparts from voucher (charter) schools, as found in studies I and II. However, despite several academic difficulties, such as failing courses and falling behind their classmates, all students showed high levels of commitment, motivation, and a strong overall desire for continuing their higher education studies, as shown in studies II and III. Other difficulties were related to initial problems regarding social adaptation to college, as shown in study II. Implications for research and practice were discussed in all three studies, and include suggestions such as the creation of pre-college and within-college support programs for college gifted students who have not been provided with challenging and/or high-level opportunities to meet college academic expectations. [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.]
ED552259
Factors Influencing Gifted Students' Transition, Adaptation, and Persistence in College
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2012-00-00
978-1-2679-1542-9
175
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552780
2015
As Provided
JAN2020
No
Statistical Analysis
Models
Sample Size
Statistical Bias
Accuracy
Efficiency
Classification
Bayesian Statistics
Liu, Junhui
Dissertations/Theses - Doctoral Dissertations
English
The current study investigated how between-subject and within-subject variance-covariance structures affected the detection of a finite mixture of unobserved subpopulations and parameter recovery of growth mixture models in the context of linear mixed-effects models. A simulation study was conducted to evaluate the impact of variance-covariance structure difference, mean separation, mixture proportion and sample size on parameter estimates from growth mixture models. Data were generated based on 2-class growth mixture model framework and estimated by 1-, 2-, and 3-class growth mixture models using Mplus. Bias, precision and efficiency of parameter estimates were assessed as well as the model enumeration accuracy and classification quality. Results suggested that sample size and data overlap were key factors influencing the convergence rates and possibilities of local maxima in the estimation of GMM models. BIC outperformed ABIC and LMR in identifying the correct number of latent classes. Model enumeration using BIC could be improved by increasing sample size and/or decreasing overall data overlap, and the latter had more impact. Relative bias of parameters was smaller when subpopulation data were more separated. Both the magnitude of mean and variance-covariance separation and variance-covariance differences impacted parameter recovery. Across all conditions, parameter recovery was better for intercept and slope estimates than variance and covariances estimates. Entropy values were as high as the acceptable standards suggested by previous studies for any of the conditions even when data were very well-separated. Class membership assignment was more accurate when mean growth trajectories were more different among subpopulations and mixing proportions were more balanced. [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.]
ED552260
A Systematic Investigation of Within-Subject and Between-Subject Covariance Structures in Growth Mixture Models
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2679-2713-2
161
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553309
2015
As Provided
JAN2020
No
English Language Learners
Grade 8
Mathematics Achievement
Middle School Students
Achievement Tests
Scores
Parent Background
Educational Attainment
Socioeconomic Status
Parent Participation
Family Size
Family Structure
Native Language
Sex
Language Proficiency
Bilingual Education
Statistical Analysis
Questionnaires
Mathematics Tests
Regression (Statistics)
Influences
Classification
Garza, Anthony
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic Readiness (STAAR) or the State of Texas Assessment of Academic Readiness linguistically accommodated test (STAAR L). The factors examined in this study were 1) parent's educational background, 2) socioeconomic status, 3) parental involvement status at school, 4) number of people in the household, 5) family structure, 6) primary home language, 7) student's gender, 8) English language proficiency level, 9) number of years classified as an ELL, and 10) type of bilingual education program participated in. This is a quantitative study that utilized parent questionnaires and student raw STAAR/STAAR L Math scores as sources of measurement. The researcher administered one researcher-created survey to the parents of eighth grade ELL students from ten selected middle schools in two South Texas school districts. The parent survey consisted of six questions. A multiple linear regression analysis was used to examine if ELL math achievement is a function of the independent variables. The null hypotheses for the present study were tested with an F distribution at the 0.05 level of significance. The review of literature on bilingual education identified the conceptual framework for this study. The conceptual framework was based on Mikow-Porto, Humphries, Egelson, O'Connel, and Teagues' (2004) English Language Learners in the South East: Research, Policy, and Practice, Gallo, Garcia, Pinuelas, and Youngs' (2008) Bilingual Education Program Inconsistencies, and Nieto's (2009) Brief History of Bilingual Education in the United States. The findings from this study indicated the following: (1) Eighth grade ELL mathematics achievement is a function of English language proficiency level and number of years classified as an ELL student, (2) Eighth grade ELL mathematics achievement is not a function of parent's educational background, socioeconomic status, parental involvement status at school, number of people in the household, family structure, primary home language, student's gender, and type of bilingual education program participated in. [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.]
ED552261
Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners
ProQuest LLC
Ed.D. Dissertation, University of Texas, Pan American
2012-00-00
978-1-2679-0072-2
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551923
2015
As Provided
JAN2020
No
Spanish
Native Language
Intonation
Syntax
Discourse Analysis
Context Effect
Bilingualism
Grammar
English (Second Language)
Second Language Learning
Language Dominance
Linguistic Theory
Listening Skills
Task Analysis
Language Research
Decision Making
Monolingualism
Language Maintenance
Hoot, Bradley
Dissertations/Theses - Doctoral Dissertations
English
In Spanish, it is most commonly claimed that constituents in narrow presentational focus appear rightmost, where they also get main stress (1a), while stress in situ (1b) is infelicitous. (1) [Context: Who bought a car?]. a. Compró un carro mi [mamá][subscript F]. bought a car my mom. b. Mi [mamá ][subscript F] compró un carro. However, some recent evidence challenges this view, claiming that stress in situ (1b) is a possible strategy for marking focus in Spanish. This dissertation contributes new experimental evidence to this debate. Additionally, because focus involves the complex interplay of prosody, syntax, and discourse context, it is especially of interest when considering bilingual individuals. The grammars of heritage speakers of Spanish (that is, U.S.-born English-dominant bilinguals) are significantly different in a number of ways from those of Spanish monolinguals. One way they have been shown to differ is in phenomena regulated by the interfaces of syntax with other linguistic systems, i.e., precisely phenomena like presentational focus. We might thus expect that monolinguals and bilinguals would realize focus differently, as with other interface phenomena, and this dissertation brings experimental evidence to bear on this question as well. This dissertation thus has the dual motivation of investigating both presentational focus in Spanish and heritage grammars. It proposes an analysis of focus in Spanish in terms of conflicting constraints on well-formedness, using Optimality Theory, and then tests this analysis experimentally. The experiment consists of a contextualized aural acceptability judgment task, in which both monolinguals and heritage speakers listened to sentences in context and judged their discourse appropriateness. The main findings of the experiment were (i) both heritage speakers and monolinguals use stress shift (1b) to realize presentational focus, and (ii) monolinguals and heritage speakers did not differ from one another. The first finding runs contra the consensus in the literature and thus contributes to the growing challenge to this view, indicating that some common approaches to focus in Spanish may need to be rethought. The second finding was also counter expectations, and thus contributes evidence toward a more fine-grained understanding of heritage grammars with regard to interface phenomena. The results of this study are relevant to future studies of focus and other information-structural phenomena, as well as to future studies of heritage grammars and language contact, and it contributes new experimental data to both fields. [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.]
ED552262
Presentational Focus in Heritage and Monolingual Spanish
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2679-0013-5
296
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551884
2015
As Provided
JAN2020
No
Oral Language
Reading Comprehension
Elementary School Students
Underachievement
African American Students
Reading Achievement
Correlation
Language Skills
Profiles
Discourse Analysis
Reading Difficulties
Koonce, Nicole M.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
The reading underachievement of African American (AA) school-age children has received considerable attention in educational circles. Unfortunately, there are relatively few studies designed to uncover the source or sources of these reading achievement differences, especially in children beyond early elementary grades. Some studies suggest that oral language skills such as those required to produce oral narrative and expository discourse are positively linked to reading comprehension outcomes in older children. Very little research exists on the connections between reading comprehension and narrative discourse in African American children and no studies explore oral expository discourse in this population. The purpose of this research study was to examine the relationship between language features of oral discourse, both narrative and expository, and reading comprehension abilities of African American children. Forty-three African American third- and fourth-grade children with average or low reading comprehension ability participated in the study. Each participant produced one oral expository explanation of a favorite game or sport and one oral fictional narrative, elicited via a wordless picture book in an individual session. The oral discourse samples were transcribed, coded, and analyzed for productivity (total number of T-units), syntactic (mean length of T-unit and clausal density), and discourse (discourse quality) features of language. The two groups performed similarly on the productivity measure for both the narrative and expository tasks. Reading comprehension group differences emerged on the narrative task. Children in the average comprehender group outperformed those in the low comprehender group on mean length of T-unit (MLTU), clausal density (CD), and discourse quality (DQ). On the expository explanation task, grade by gender interactions were detected with third grade boys producing more total number of T-units (TNT) in their explanations than the fourth grade boys. However, fourth grade boys outperformed third grade boys and fourth grade girls on the amount of clausal density they produced in their explanations. Results validated a continuing relationship between oral discourse, particularly narrative, and reading comprehension in older, school-age children. Relative strengths and needs in the oral discourse of African American children with differing reading comprehension profiles are discussed. Implications for the use of oral language assessment to understand and treat reading comprehension difficulties in African American children as well as suggestions for future research are presented. [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.]
ED552263
Oral Discourse and Reading Comprehension Abilities of African American School-Age Children
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2679-0026-5
118
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551896
2015
As Provided
JAN2020
No
Role Conflict
Mothers
Principals
Family Work Relationship
Females
Social Support Groups
Feminism
Leadership
School Administration
Jordan, Jacqueline S.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Being a principal in today's high-stakes environment is a highly demanding job. Much has been written about the stress principals now face in responding to the increased demands and pressures associated with the role. Districts nationwide continue go to great lengths to find administrators of the highest caliber capable of meeting these increasing demands. As a growing number of women assume the principalship at a younger age, a unique set of challenges has emerged. Finding partners and starting a family is difficult, as female principals typically work long hours and expend tremendous energy to succeed. For principals who are married with children, the challenges are also great. Competing demands and divided priorities often create consequences that are rarely discussed. Support from colleagues, supervisors, and family proved to be essential in for study participants in combating these consequences. Setting personal boundaries and realizing that work should not be the only aspect of one's life also proved essential for women who were able to "have it all." Policymakers should address women's career challenges, since feminist leadership skills have been proven to create the conditions for successful schools, and the number of women in the principalship is growing nationwide. [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.]
ED552264
Why Can't We Have It All? The Conflict between the Principalship and Motherhood
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2679-0037-1
166
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551906
2015
As Provided
JAN2020
No
Basic Writing
Writing Instruction
Code Switching (Language)
Non English Speaking
Native Language
Sociolinguistics
Writing Teachers
Dialects
Working Class
Literacy
Evans, Jason Cory
Dissertations/Theses - Doctoral Dissertations
English
English teachers, especially those in the field of basic writing, have long debated how to teach writing to students whose home language differs from the perceived norm. This thesis intervenes in that stalemated debate by re-examining "elaborated codes" and by arguing for a type of correctness in writing that includes being correct according to a vernacular dialect. Elaborated codes were first theorized by British sociolinguist Basil Bernstein in the 1960s, but American educators have by and large neglected his code theories, often on the erroneous assumption that Bernstein's project is hostile to the working classes. I examine Bernstein's work and some key responses to it, and I show how teaching the elaborated codes solves some of the dilemmas faced by basic writing instructors. Basic writing teachers also struggle with how to teach basic literacy while respecting students' home languages. I carefully analyze some key arguments about error and correctness, language difference, code-switching, and code-meshing to show that it is possible to respect students' home languages even while encouraging better and more rigorous language use. [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.]
ED552265
Other People's Students Elaborated Codes and Dialect in Basic Writing
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Chicago
2012-00-00
978-1-2678-9999-6
156
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551870
2015
As Provided
JAN2020
No
Handheld Devices
Educational Technology
Technology Uses in Education
Kindergarten
Grade 1
Elementary School Students
Interviews
Mathematics Tests
Surveys
Video Technology
Evaluation Methods
Student Evaluation
Data Analysis
Formative Evaluation
Hill-Cunningham, Pamela Renee
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina Department of Public Instruction from November 2009 to June 2010. Secondary documents gathered through a multi-method time series research design included interview notes, reports, surveys, an email log, and teacher videos. These data sources were analyzed to determine if the use of the handheld personal digital assistants (PDAs) improved the fidelity of the assessment process. Further analysis determined how teachers used reports of student data that were available through the use of the online component of the technology, as well as support teachers identified needing to implement an assessment system statewide. It was determined that the use of the handheld did not improve the administration of the assessments, but the use of the data improved because of the immediate availability. Teachers used data formatively to plan lessons, inform parents, and design remediation. Critical areas of support teachers identified included a curriculum specialist in the school, quality training, availability of coverage for their classes when assessments are performed, and administrative support. Two areas of conflict that would need examination included the meshing of the technology with school systems' protocols to allow teachers to synch the PDA with the external server in order to create reports. The other area to consider is to make the connection for teachers between the mathematics in the assessments and the Common Core State Standards for Mathematics. Overall, the use of the PDA has many advantages for use as a tool for conducting formative assessments. [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.]
ED552266
Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade
ProQuest LLC
Ed.D. Dissertation, The University of North Carolina at Chapel Hill
2012-00-00
978-1-2679-0036-4
211
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551905
2015
As Provided
JAN2020
No
Cognitive Development
Learning Theories
Environmental Education
Science Instruction
Models
Standards
Teaching Methods
Instructional Effectiveness
Benchmarking
Pretests Posttests
Cognitive Ability
Correlation
Prediction
Lahti, Richard Dennis, II.
Dissertations/Theses - Doctoral Dissertations
English
Knowledge of scientific models and their uses is a concept that has become a key benchmark in many of the science standards of the past 30 years, including the proposed Next Generation Science Standards. Knowledge of models is linked to other important nature of science concepts such as theory change which are also rising in prominence in newer standards. Effective methods of instruction will need to be developed to enable students to achieve these standards. The literature reveals an inconsistent history of success with modeling education. These same studies point to a possible cognitive development component which might explain why some students succeeded and others failed. An environmental science course, rich in modeling experiences, was used to test both the extent to which knowledge of models and modeling could be improved over the course of one semester, and more importantly, to identify if cognitive ability was related to this improvement. In addition, nature of science knowledge, particularly related to theories and theory change, was also examined. Pretest and posttest results on modeling (SUMS) and nature of science (SUSSI), as well as data from the modeling activities themselves, was collected. Cognitive ability was measured (CTSR) as a covariate. Students' gain in six of seven categories of modeling knowledge was at least medium (Cohen's d >0.5) and moderately correlated to CTSR for two of seven categories. Nature of science gains were smaller, although more strongly correlated with CTSR. Student success at creating a model was related to CTSR, significantly in three of five sub-categories. These results suggest that explicit, reflective experience with models can increase student knowledge of models and modeling (although higher cognitive ability students may have more success), but successfully creating models may depend more heavily on cognitive ability. This finding in particular has implications in the grade placement of modeling standards and curriculum chosen to help these students, particularly those with low cognitive ability, to meet the standards. [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.]
ED552267
Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?
ProQuest LLC
Ed.D. Dissertation, University of Montana
2012-00-00
978-1-2679-2377-6
409
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553123
2015
As Provided
JAN2020
No
Professional Education
Academic Persistence
Predictor Variables
Postsecondary Education
College Students
Statistical Analysis
Regression (Statistics)
Age
Grade Point Average
Academic Achievement
Scores
Reading Tests
Death
Qualitative Research
Lease, Barry T.
Dissertations/Theses - Doctoral Dissertations
Nelson Denny Reading Tests
Nelson Denny Reading Tests
English
Postsecondary Education
Higher Education
Student persistence at postsecondary schools has declined to around 50% during the past decade, indicating a problem that a majority of students are not completing their higher educational goals in the United States. An independent mortuary school exemplified this problem with recent persistence trends for campus-based students at 43.8%. The purpose of this quantitative project study was to examine such low persistence rates because, without correction, this problem can affect accreditation and create economic consequences for a 100% tuition-funded institution. Based upon Tinto's work on student persistence in higher education, this study considered the specific predictors for success at a freestanding mortuary science school. Through logistic regression analysis, the relationships between persistence and age, high school GPA, level of education, and NDRT scores were examined using student-transcript data from 2007-2009. The results showed that all 4 variables in this study statistically related to persistence, and the data were used as the bases for a program evaluation to refine the admissions systems at the mortuary school under study. Such refinements were proposed to help predict and improve persistence rates. By improving persistence rates at U.S. mortuary schools, the results of this study have the potential for social change. With a 76% increase in the death rate over the next 20 years coinciding with an expected shortage of funeral directors, the service provided to bereaved families may be compromised due to a lack of trained professionals. The results of this study may help such families by enabling schools to select students more likely to persist, increasing the number and quality of directors needed to provide service to U.S. funeral consumers. [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.]
ED552268
Predictors of Persistence for Campus-Based Students at a Freestanding, Accredited Mortuary School
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-1095-0
212
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552565
2015
As Provided
JAN2020
No
Colleges
Residential Institutions
College Students
Grade Point Average
Academic Degrees
Academic Achievement
Academic Persistence
Residential Programs
Dormitories
Statistical Significance
Crisman, Tyler
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Higher Education
Postsecondary Education
This study explored the effects of participation in a residential college living/learning program as well as a themed-floor living/learning program at New York University on students' cumulative GPAs at graduation and likelihood of earning a degree from the institution. The two residential learning program models studied varied in terms of size, programmatic structure, curricular integration, amount and types of faculty presence in community, frequency of study-faculty interactions, and staff/faculty training and development. Results showed that after controlling for model covariates, a statistical trend was noted for students in the residential college program being likely to have higher cumulative GPAs at graduation than students not participating in any residential learning program; themed-floor participants were significantly more likely to obtain higher cumulative GPAs at graduation than students who did not participate in any residential learning program. Results further showed that students who participated in the residential college program had statistically greater odds of receiving a degree from the institution in four years than students who did not participate in any residential learning program. No statistical differences were found between themed-floor participants and those who did not participate in a residential learning program on the odds of receiving a degree from the institution in four years. Implications for practice and research are discussed. [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.]
ED552269
Examining the Impact of a Residential College on Student Academic Success and Persistence at New York University
ProQuest LLC
Ed.D. Dissertation, New York University
2012-00-00
978-1-2679-3698-1
98
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553946
2015
As Provided
JAN2020
No
Low Achievement
Student Motivation
Standards
Educational Assessment
Life Satisfaction
Quality of Life
Student Attitudes
Attitude Measures
Standardized Tests
Reading Achievement
Mathematics Achievement
Scores
Grade Point Average
Correlation
Statistical Analysis
Secondary School Students
Ackerman, Melinda Marie
Dissertations/Theses - Doctoral Dissertations
New Mexico
Purpose in Life Test
New Mexico
Purpose in Life Test
English
Secondary Education
Many investigators have explored the relationship between success on high stakes testing and student motivation; however, little research has been done to discover the relationship between low academic achievement and student motivation. At the time of this publication, low academic achievement in a school in New Mexico had led to failed Adequate Yearly Progress for 5 years. Furthermore, local evidence suggested that students had little concern for improving their test scores or understanding the implications for higher academic achievement. This climate of student apathy, along the possibility of further restructuring and closing the school, underscored the need for research on motivation and academic achievement. The quantitative design included Pearson correlations to show the relationships among the Purpose in Life (PIL) test based on Frankl's will to meaning theory, the Life Attitude Profile-Revised (LAP-R) Instrument, and standardized tests and grade point averages (GPA). Statistical analysis showed no correlation between the PIL and GPA ( p = 0.20), weak correlations between the PIL with reading scores (p = 0.20), and a moderate negative correlation between the PIL and math scores (p = 0.01). These findings can be used to inform secondary school educators about the lack of a relationship between the PIL and student achievement and suggest that caution be applied when using the PIL as a means of predicting student success. The research findings could help direct teachers to seek more accurate predictors of student achievement, recognize that a low PIL score may not translate into low standardized test scores, and reconsider the role that the PIL may play in creating academic achievement and a positive academic climate. [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.]
ED552270
Relationship between Student Purpose in Life and Performance on New Mexico Standards Based Assessment
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-4047-6
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554126
2015
As Provided
JAN2020
No
College Second Language Programs
Required Courses
College Students
Student Motivation
Second Language Learning
Academic Achievement
Quasiexperimental Design
Spanish
Pretests Posttests
Path Analysis
Statistical Analysis
Self Actualization
Cox, Sherry J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The majority of language learning in post-secondary higher education is compulsory. Many students in compulsory L2 courses demonstrate lower than average levels of achievement and persistence. Because L2 learning is an important component of a post-secondary education in modern society, improving the motivation to learn languages can improve both achievement and retention. Studies based upon the L2 Motivational Self System (L2 MSS) demonstrate that the variables included in the model have the potential for helping us explain motivation in L2 learning. In addition, an important component of the model is the potential of imagery in enhancing motivation. Much of the research however, examined the salience of the model's key construct rather than examining the relationships among the constructs and their ultimate impact upon second language learning. Moreover, the majority of these studies have been in settings outside the United States with students learning English as a second language and none of the studies examine compulsory language learning. Using a quasi-experimental nonequivalent control group design, 512 college students in beginning level Spanish courses completed pre and post test surveys and an imagery treatment. Path analysis was performed to validate Dornyei's L2 MSS in the context of US College students (English speakers) in mandatory L2 university courses. Additionally, Analysis of Covariance was performed to examine the use of imagery (ideal self and traditional cultural) to increase motivated learning behavior and intended effort as well as performance in the second language. Data validated the L2 MSS model in a US population of L2 learners in compulsory courses. Results indicated that while all three constructs of the L2 MSS model, ideal L2 self, ought-to L2 self and L2 learning experience, were predictors of motivated learning behavior and intended behavior, they were not equal predictors of performance. Data strongly supported imagery as a priming factor that can link the utility value of learning a language to a perceived future use resulting in student reported increase in interest to learn the L2. [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.]
ED552271
Mandatory Second Language Learning in Post-Secondary Education: The Role of the Ideal Self and Imagery in Motivation and Achievement
ProQuest LLC
Ph.D. Dissertation, University of Oklahoma
2012-00-00
978-1-2679-0876-6
278
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552391
2015
As Provided
JAN2020
No
Higher Education
Athletes
College Students
Academic Degrees
Course Selection (Students)
Measures (Individuals)
Questionnaires
Reliability
Satisfaction
Student Attitudes
Eligibility
Barriers
Demography
Statistical Analysis
Gender Differences
Ethnicity
College Admission
Family Income
Parent Background
Educational Attainment
Scholarships
Statistical Significance
Terrell, Tony
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Though the NCAA has established rules that require student-athletes to complete their college degree in an expeditious manner, the 40/60/80% rule may impinge on student-athlete academic decisions (i.e., degree choice). Yet limited empirical data exist regarding the nature and prevalence of student-athlete degree impingement. The purpose of this study was to develop and validate the Student-Athlete Degree Choice Questionnaire (SA-DCQ). The SA-DCQ assesses factors that influence Division I student-athletes' degree choice. An initial 40 item, 4 component SA-DCQ instrument was piloted with 170 Division I student-athletes. In order to develop scales, Principal Components Analysis (PCA) was conducted. PCA results yielded 13 items that loaded on 3 components (satisfaction with major, eligibility barriers, and demographic matches) that together explained 51.4% of the variance. Cronbach's Alpha was used to assess the internal consistency of each component for use as a scaled score. The Cronbach coefficient alphas for each component are as follows: satisfaction with major 0.894, eligibility barriers 0.817, and demographic matches 0.722. SA-DCQ components met the standard for acceptable or good (> 0.8 to > 0.7; George & Mallery, 2000). Chi square analyses were used to examine student-athlete scaled score differences based on gender, ethnicity, sport, admissions status, household income, educational background of parents, and scholarship status. Statistically significant chi square differences were found for all three scales and student-athletes' gender [X[superscript 2] (4, N=107) =12.57, p=0.014; X[superscript 2] (4, N=74)= 22.88, p=0.001; X[superscript 2] (3, N=57)=11.60, p=0.009], admissions status [X[superscript 2] (8, N=107) =17.93, p=0.022; X[superscript 2] (8, N=74) = 18.92, p=0.015; X[superscript 2] (6, N=57) = 20.16, p=0.03], and sport [X[superscript 2] (56, N=107) = 84.85, p=0.008; X[superscript 2] (56, N=74) = 120.32, p=0.001; X[superscript 2] (42, N=57) = 62.26, p=0.023]. The development and validation of the SA-DCQ should prove to be a useful tool to monitor student-athlete degree impingements and their pervasiveness. Additionally, although findings from the pilot study were limited by sampling challenges, they do provide some insight into student-athlete demographic differences in satisfaction with major, eligibility barriers, and demographic matches. Future related studies should seek a larger sample size with adequate representation from student-athletes from low SES families, 2 and 4 year transfers, and minority student-athletes. [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.]
ED552272
Division I Student-Athlete Degree Choice Assessment
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2679-3322-5
78
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553685
2015
As Provided
JAN2020
No
Speech Communication
Inferences
Natural Language Processing
Psychological Patterns
Suprasegmentals
Classification
Pon-Barry, Heather Roberta
Dissertations/Theses - Doctoral Dissertations
English
The field of spoken language processing is concerned with creating computer programs that can understand human speech and produce human-like speech. Regarding the problem of understanding human speech, there is currently growing interest in moving beyond speech recognition (the task of transcribing the words in an audio stream) and towards "machine listening"--interpreting the full spectrum of information in an audio stream. One part of machine listening, the problem that this thesis focuses on, is the task of using information in the speech signal to infer a person's emotional or mental state. In this dissertation, our approach is to assess the utility of "prosody", or manner of speaking, in classifying speaker affect. Prosody refers to the acoustic features of natural speech: rhythm, stress, intonation, and energy. "Affect" refers to a person's emotions and attitudes such as happiness, frustration, or uncertainty. We focus on one specific dimension of affect: level of certainty. Our goal is to automatically infer whether a person is confident or uncertain based on the prosody of his or her speech. Potential applications include conversational dialogue systems (e.g., in educational technology) and voice search (e.g., smartphone personal assistants). There are three main contributions of this thesis. The first contribution is a method for eliciting uncertain speech that binds a speaker's uncertainty to a single phrase within the larger utterance, allowing us to compare the utility of contextually-based prosodic features. Second, we devise a technique for computing prosodic features from utterance segments that both improves uncertainty classification and can be used to determine which phrase a speaker is uncertain about. The level of certainty classifier achieves an accuracy of 75%. Third, we examine the differences between perceived, self-reported, and internal level of certainty, concluding that perceived certainty is aligned with internal certainty for some but not all speakers and that self-reports are a good proxy for internal certainty. [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.]
ED552273
Inferring Speaker Affect in Spoken Natural Language Communication
ProQuest LLC
Ph.D. Dissertation, Harvard University
2013-00-00
978-1-2679-2946-4
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553466
2015
As Provided
JAN2020
No
School Safety
Law Enforcement
Violence
Program Effectiveness
Partnerships in Education
Qualitative Research
Statistical Analysis
Program Evaluation
Elementary Secondary Education
Public Schools
Social Justice
Pickett, Michael Anthony
Dissertations/Theses - Doctoral Dissertations
Nevada
Nevada
English
Elementary Secondary Education
Educational problems are many and varied. At-risk students, achievement gaps and poor student outcomes are hot topics that beg for improvement in equity across the board and stand in the way of achieving excellence. These educative, albeit, social justice issues are not new, but rather, are old problems revisited (Kaestle, 1983; Morrison, 2003). Additionally, the issue of violence in schools is also recognized as not only a social justice problem but also a public health problem (Mercy & O'Carroll, 1988) and is perhaps the most pressing societal issue related to children and youth today. "Safe schools are the concern of communities throughout the world...and the protection of children in schools is a constant challenge for societies around the world," (Rosiak, J., 2009, p.1). Violence in schools is a complex issue: student's assault teachers, strangers harm children, students hurt each other, and any one of the parties may come to school already damaged or violated. The kind of violence an individual encounters is widespread, "theft, bullying, drugs, and weapons in school" (Dinkes, R., Kemp, J., Baum K., Snyder, T., 2009 p.3) including rape and murder. School professionals, parents, and citizens alike are alarmed by the apparent level of violent acts that plague our school communities. The notion that schools should be safe havens is a concept that has found support in law throughout the history of public schools. For teachers to teach and children to learn, there must be a safe and inviting learning environment. Students and school personnel need a secure environment, free from the danger and threat of violence and harm, drug use, and lack of discipline, in order to ensure that all children achieve to their full potential. The purpose of this study was to evaluate a program that focused on ensuring such a safe haven for school children; the Las Vegas Metropolitan Police Department's School Violence Initiative. The program evaluation methodology used both qualitative and quantitative data to evaluate program effectiveness. Results of the program evaluation revealed strengthening of partner relationships between the LVMPD and Clark County School District Police Department (CCSDPD), a reduction of 28% in reported incidences of violence, 68% reduction in handguns on campuses, and a 26% reduction in knives. Prior to the program's inception there were 12 shootings of students over a twelve year period. Since the program's inception there have been no shootings of students reported. [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.]
ED552274
School Safety--In Search of Justice School & Law Enforcement Agency Partnerships
ProQuest LLC
Ed.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2679-3279-2
99
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553668
2015
As Provided
JAN2020
No
High School Graduates
Rural Schools
Enrollment
Enrollment Trends
College Attendance
Student Characteristics
Student Experience
Hierarchical Linear Modeling
Regression (Statistics)
Clasemann, Cory
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The purpose of this study was to examine the relationship between rural students' personal characteristics and experiences, high school experiences, and postsecondary enrollment patterns. By focusing on factors that differentiate among the educational experiences of rural and metropolitan (urban and suburban) students, this research adds to the current literature on college choice. Using NELS:88/2000 data, a multi-level, ordinal, logistic regression model was utilized to account for the clustered nature of student- and school-level data. At the student level, high school curricular intensity, senior test score, class rank, SES, and educational anticipations were all positively associated with higher educational pursuits following high school, while acceleration credits and being from a majority race were negatively associated with educational pursuits. Gender and factors placing students at risk of not graduating high school were not significantly related to college attendance in preliminary models and were therefore not carried over to the final model. Average high school SES was the only school-level variable found to be significantly related with college attendance. Intensity of the curriculum offered by the high school, average school parent expectations, high school funding, high school enrollment, and the urbanicity variables were not significantly related to attending college. Although graduating from a rural high school was not found to be significantly related to college attendance, the results demonstrate the complex nature of the post-high school planning processes for rural students. [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.]
ED552275
A Multi-Level, Ordinal, Logistic Regression Analysis of Rural High School Graduates' Postsecondary Enrollment Patterns
ProQuest LLC
Ph.D. Dissertation, Indiana University
2012-00-00
978-1-2679-1117-9
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552579
2015
As Provided
JAN2020
No
Second Language Learning
Listening Skills
Native Speakers
North American English
Japanese
Nonverbal Communication
Narration
Story Telling
Task Analysis
Classification
Interpersonal Communication
Second Language Instruction
Teaching Methods
Hanzawa, Chiemi
Dissertations/Theses - Doctoral Dissertations
English
The purpose of the present study is to investigate similarities and differences in the listening behaviors of native speakers and learners of Japanese, focusing on the production of "aizuchi" and head nods. The term "aizuchi" is often interchangeably used with the word backchannel, and these are characterized as the listener's use of short utterances such as "oh" or "uh huh" in English or "hai," "un," or "aa" in Japanese. In this study, "aizuchi" is defined as a short verbal utterance that is produced in response to the primary speaker's speech in Japanese. A total of 14 NS-NS or 14 NS-NNS dyads were formed to elicit native speakers' and learners' "aizuchi" and head nods. With the exception of a few participants in their late twenties, most of the participants were female native speakers and learners of Japanese who were of college age. The learners of Japanese were native speakers of American English who had been labeled as intermediate/high-intermediate level learners of Japanese. Each interaction included a semi-free conversation and a narrative story-telling task, both of which were recorded and transcribed for analysis. The findings indicate that the differences in the use of "aizuchi" and head nods produced by native speakers and learners lie not mainly in their frequency, but in the types and functions. The results show that when the frequency of "aizuchi" and head nods was measured with a time-based scale, which was the frequency per 60 seconds, differences were found in the frequency of head nods and total frequency of "aizuchi" and head nods. However, no significant difference was found in the frequency of "aizuchi" and head nods based on the amount of speech the speakers produced. "aizuchi" were categorized into 16 groups to investigate differences in their types. The results show that the learners were using less "aa"-group, "hee"-group, "iya"-group "aizuchi" but more "soo"-group "aizuchi" compared to the native speakers. The number of different "aizuchi" each participant used was also measured to examine the variety of "aizuchi," and it was found that both the native speakers and the learners were producing a similar number of different "aizuchi." Head nods were analyzed based on nodding count, and it was revealed that more multiple head nods were observed in the learner's behaviors. The functions of "aizuchi" and head nods were categorized into seven groups, and the distribution of the functions was analyzed. The results indicate that learners tend to use more "aizuchi" to express their understanding and reaction to their interlocutors' response solicitation, while the use of "aizuchi" that do not show their attitude was more frequent with native speakers. The distribution of the functions of head nods was similar between the two groups. By further examining the types and the function of "aizuchi" and head nods, the study sheds light on which types of "aizuchi" learners may be lacking or overusing. Pedagogical implications are drawn from the results. [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.]
ED552276
Listening Behaviors in Japanese: "Aizuchi" and Head Nod Use by Native Speakers and Second Language Learners
ProQuest LLC
Ph.D. Dissertation, The University of Iowa
2012-00-00
978-1-2679-0189-7
234
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551994
2015
As Provided
JAN2020
No
Principals
Professional Development
Administrator Attitudes
Teacher Evaluation
Academic Achievement
Achievement Gains
Gender Differences
Work Experience
Correlation
Cooperation
Hunziker, Shawn
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Elementary Secondary Education
Education reform is the focus of many of the political agendas today. The research is clear that the best way to increase student achievement is by having highly effective teachers in the classroom. As a result of prior research, both the state and federal governments have created mandates and legislation aimed at achieving that goal. One of the areas where transformational change is occurring is in the way teachers are evaluated. Evaluation, once a tool to document competency, is now a tool to promote professional growth and assist in personnel decision-making. The focus of the evaluation has turned from teaching to student learning. This change in focus will require principals to acquire a new set of skills in order to be effective teacher evaluators. This exploratory study surveyed principals from Upstate New York to determine what they perceived to be the best forms of professional development to help them hone their skills as teacher evaluators. The results of the study revealed that there is was a difference in perceived readiness between genders and years of experience. The findings of the study also discovered weak to moderate correlations between reported professional development and perceived readiness to conduct effective teacher evaluations. Principals have often been the coordinators of their own professional development. This study shows that principals desire a change and want to be able to collaborate and work with their colleagues. As a result of the findings of this study, it is recommended that system leaders create a transitional step by taking an activity principals previously did in isolation and making it a collective process aimed at increasing principals' skills and readiness to be effective teacher evaluators. [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.]
ED552277
Principal Readiness and Professional Development to Conduct Effective Teacher Evaluations That Lead to Improved Student Achievement
ProQuest LLC
Ed.D. Dissertation, Sage Graduate School
2012-00-00
978-1-2679-1567-2
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552795
2015
As Provided
JAN2020
No
Student Personnel Workers
Administrators
Leadership
Orientation
Administrator Effectiveness
Questionnaires
Regression (Statistics)
Higher Education
Livengood, Jacob Andrew
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Career service directors lead the third most common division within student affairs departments, but the leadership of a collegiate career services office has not been represented in higher education research. Obtaining a "good job" has consistently been noted as a main reason to attend college (Pryor, Hurtado, Saenz, Santos & Korn, 2007). The rising costs of higher education have also yielded the question, "What can college do for me?" financially and with future career opportunities (Baum & Payea, 2005; Moretti, 2004; Pryor, Hurtado, Saenz, Santos & Korn, 2007; Western Interstate Commission for Higher Education, 2009). The functions of career services staff are at the center of addressing these expectations. This nationwide study examined the leadership orientations and effectiveness of college and university career service directors by obtaining responses from: (1) the Bolman and Deal (1984, 1991, 2008) Leadership Orientations Survey, (2) a created career services effectiveness measure rooted in standards from the National Association of Colleges and Employers and the Council for the Advancement of Standards in Higher Education, and (3) a background questionnaire. Human resources was widely reported as a top leadership orientation. However, regression analysis revealed that three leadership orientations (human resources, political, and symbolic) explained effectiveness, along with experience in career services at any level and as a director, and resource adequacy to carry out the director's job. [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.]
ED552278
The Leadership Orientations and Effectiveness of College and University Career Services Directors
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2012-00-00
978-1-2679-3248-8
214
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553651
2015
As Provided
JAN2020
No
Colleges
Employees
Employee Attitudes
Generational Differences
Higher Education
Baby Boomers
Age Groups
Age Differences
Cohort Analysis
Adults
Gender Differences
Ethnicity
Labor Turnover
Pena, Andrew M., Sr.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
Given the state of the economy, lack of competitive jobs and decreasing number of voluntary retirements, by the year 2018 many institutions of higher education may see five generations working side by side. This study examined three of the four generations working at the University of Texas at El Paso (UTEP): Baby Boomers, who are those employees born between the years of 1946 through 1964; Generation X, those employees born between the years of 1965 through 1980; and Millennials, currently the youngest working generation, born between the years 1981 through 2000. This research examines the literature on generational groups and their attitudes toward work. Veterans/Silents are those employees born between the years of 1914 through 1945. They were excluded from this study. Study 1 ("Leavers") examined the reasons why some generational Classified staff employees left UTEP between the fiscal years from 2005 to 2008, and if the reasons for their separation were correlated with generational tendencies, or career stage changes. This study also examined whether a generational cohort's gender or ethnicity (Hispanic & Non-Hispanic) played a role in the decisions to leave employment. Study 2 ("Stayers") examined why existing UTEP Classified Generation X and Millennial employees elected to remain employed, and if those reasons were related to their association with a particular generation group. Lastly, because institutional knowledge and business continuity are important issues, the study stressed the importance of what was lost when generational cohorts leave their employment sooner than expected. From both the literature review and the results of the studies, it is clear that generational group membership significantly impacts the proportion of time worked at UTEP. However, there were no significant effects from either ethnicity, gender, or ending salary on length of service. When the three groups (Boomers, Millennials and Generation X'ers) are compared, two sets of groups significantly differed from each other in terms of length of service. These were the Boomers and Millennials, and the Generation X'ers and Millennials. Study 2 demonstrated that turnover and retention of staff were not necessarily related to generational affiliation or cohort association, but rather to other reasons, which were primarily job-related. Gen. X and Millennial employees were happy working at UTEP. They appreciated the benefits, enjoyed the academic setting, and planned to remain working at the institution for at least three more years, if not longer. As far as the study could determine, none of these reasons to stay or go were related to generational affiliation. The primary factor appeared rather to be the institution's implementation of effective and consistent management practices. Employee satisfaction also came from programs that engage employees, reward and recognize employees and improve communication. Additional factors were equitable compensation and family-friendly benefits. The opportunities for future research regarding the relationship between generational cohort and job tenure or job satisfaction are endless. Future research should expand these studies to include additional employee categories in order to determine if the generational differences extend to other areas of employment, and whether they affect job satisfaction in other job classifications. [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.]
ED552279
When Generational Employees Leave Higher Education, What Do We Lose, and What Do They Leave Behind?
ProQuest LLC
Ed.D. Dissertation, The University of Texas at El Paso
2012-00-00
978-1-2679-0639-7
218
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552255
2015
As Provided
JAN2020
No
Case Studies
Professional Identity
Music Teachers
Undergraduate Study
Majors (Students)
Career Choice
Musical Instruments
Music Education
Identification (Psychology)
Semi Structured Interviews
College Faculty
Inquiry
Qualitative Research
Data Analysis
Coding
Thematic Approach
Barriers
Teaching Conditions
Teacher Student Relationship
Corfield-Adams, Maggie Beth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The central purpose of this multiple-case study was to describe the professional identities of six general music teachers who identified as instrumentalists as undergraduates. The study builds upon research addressing why students choose music education (Bergee, et al., 2001; Bright, 2006; Gillespie & Hamann, 1999; Lee, 2003; Madsen & Kelly, 2002) and the reasons some instrumentally "tracked" students may choose general music (Anderson-Nickel, 1997; Robinson, 2010). This study investigated tensions between the participants' instrumental backgrounds and the professional demands of general music teaching, and the role of those tensions in shaping professional identities. The conceptual framework is grounded in the work of Gee (2000) who suggests that the existence of identities requires interpretive systems through which individuals and institutions interact. The study describes tensions between institutional identities and core identities as important to the process of participants' professional identity development. Participants were general music teachers, 24-51 years of age, from different undergraduate institutions and who teach in different regions of the country. Semi-structured interviews, participant essays, transcripts, notebooks, and institutional websites were used for data collection. Participants' stories represent both narrative inquiry and case study approaches to qualitative research. Data analysis included a process of recontextualization (Coffey & Atkinson, 1996) to facilitate the production of narratives and coding techniques in individual and cross-case analysis. Cross-case analysis revealed seven emergent themes: (1) concerns about "perceived limitations" (Robinson, 2010, p. 41) of ensemble teaching as an important factor in the choice to teach general music, (2) the structure and requirements of directing a band as a factor in a turn toward working with younger students, (3) the unique structure of general music classes as a source of initial challenge, (4) a given curriculum or scope and sequence as something of value, (5) vocal teaching as a unique challenge for some instrumentally-trained general music teachers, (6) changes in self-identification as linked to agreements between institutional identities and core identities, and (7) professional positionality in relation to students, not colleagues. The concluding section offers suggestions for future research and implications for undergraduate music programs and school systems. [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.]
ED552280
A Qualitative Study of Undergraduate Instrumentalists Teaching Elementary General Music Education
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2012-00-00
978-1-2679-2754-5
302
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3553329
2015
As Provided
JAN2020
No
Doctoral Programs
Graduate Students
Instructional Leadership
Educational Administration
Qualitative Research
Statistical Analysis
Student Surveys
Graduate Surveys
Interviews
Vera, Edith B.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
The doctoral experience unfolds many complexities and challenges for students, faculty, and institutions that contribute toward degree completion. The purpose of this study is to investigate the students' and alumni's experiences afforded by the Ed.D. in Educational Leadership and Administration at the University of Texas at El Paso (UTEP). The integration of quantitative and qualitative data, through surveys and interviews, contributes to the understanding of student and alumni experiences. A total of 56 Ed.D. students (cohorts 10-16) and 43 alumni (cohorts 1-12) participated in the surveys for this study; of those surveyed, 15 students and 12 alumni were interviewed. This includes Ed.D. students from different stages in the doctoral program, which these are: the stages of exploration, engagement, consolidation, and exit of the program. As well, it includes alumni from two groups categorized by programmatic and curricular changes implemented in the Ed.D. program in 2007. Group one (cohorts 1-8) is related to alumni who were enrolled in an "All Monday plan" (courses were scheduled solely on Mondays), while group two (cohorts 9-12) is related to alumni who were enrolled in the present "week-summer admission classes" (since 2007, new cohorts initiate their courses in summer and programmatic changes in curriculum and courses were implemented). Findings were distinctive by definition, structure, and support in the preparation of leaders, scholars, and practitioners in the Ed.D. program at UTEP. While students and alumni encountered some consistency and optimistic experiences throughout the different stages they traverse in the doctoral program, ambiguities and challenges were also encountered regarding their scholarly identity and profession. The overall findings show that the Ed.D. program needs to clearly differentiate the areas or specializations in relation to K-12 and Higher Education. Implications and recommendations for program improvement and further research are presented. [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.]
ED552281
The Ed.D. in Educational Leadership and Administration: The Students' and Alumni's Experiences
ProQuest LLC
Ed.D. Dissertation, The University of Texas at El Paso
2012-00-00
978-1-2679-0660-1
242
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552263
2015
As Provided
JAN2020
No
Foreign Countries
Women Faculty
College Faculty
Barriers
Work Experience
Leadership Role
Aspiration
Phenomenology
Qualitative Research
Statistical Analysis
Teacher Surveys
Interviews
Nanyama, Evalyne
Dissertations/Theses - Doctoral Dissertations
Kenya
Kenya
English
Higher Education
Postsecondary Education
Currently, women academicians in Kenya are underrepresented at all levels in Kenyan IHL, leading to less participation and integration into the administration and governance of higher institutions. As a result women academicians have little chance of making meaningful contributions to important policies and decisions that affect the institutions and the country as a whole. This Phenomenological study examined the barriers that affect academic women as they teach and strive for leadership positions in IHLs. The purpose of this study was to examine the career experiences of Kenyan women academicians as they teach and aspire to leadership roles in public institutions of higher learning (IHL) in Kenya. This study was guided by one main research question and four sub questions. The main question was: What is the experience of Kenyan women academicians as they seek teaching and leadership roles in institutions of higher learning? The sub questions were: 1a) what were the supports in their search to attain a teaching position? 1b) what were the barriers in their search to attain a teaching position? 1c) what were the supports as they searched to attain a leadership position? 1d) what were the barriers in their search to attain a leadership position? The study sought to answer the research questions with both qualitative and quantitative designs. Quantitative data were gathered through a survey created by the researcher while qualitative data were gathered using individual interviews. The study revealed the following major findings: 1) Family support and support from senior academicians was essential for achievements 2) Help from mentors was important 3) Academic credentials, hard work, and courage were potential contributors to successful career achievements. The study also considered the implication for practice, leadership, learning and service. Further research will be required that investigates the factors that prevent women from obtaining leadership roles not only in the academia but also in the socio-political arena in Kenya. [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.]
ED552282
Career Experiences of Women Academicians in Kenyan Institutions of Higher Learning
ProQuest LLC
Ph.D. Dissertation, Cardinal Stritch University
2012-00-00
978-1-2679-1177-3
328
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552632
2015
As Provided
JAN2020
No
Acceleration (Education)
Teacher Education Programs
Career Change
Career Readiness
Admission Criteria
Alternative Teacher Certification
Teacher Attitudes
Program Effectiveness
Novices
Beginning Teachers
Teaching (Occupation)
Case Studies
Adult Learning
Questionnaires
Interviews
Williams, Julie
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The purpose of this study was to evaluate students' feelings of preparedness after completing an accelerated teacher education program designed for second career adults. Through a case study design, the researcher explored how a program's design impacted students' feelings of preparedness to enter the field, their views of the effectiveness of the components of the program, and how these graduates viewed the profession as novice teachers. The use of a questionnaire and interviews provided the researcher with descriptions of the participants' perceptions of the accelerated program. Observations of graduates in the role of teacher showed the researcher if participants utilized the skills they developed during the education program and provided an opportunity to interview them individually. The study suggested that strong entrance requirements, in-depth training in pedagogy, and extended supervised time in the field increased students' feelings of preparedness. Outcomes of this study may inform the design and implementation of future accelerated teacher education programs. [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.]
ED552283
Second Career Adults' Views of an Accelerated Teacher Education Program
ProQuest LLC
Ed.D. Dissertation, Northeastern University
2012-00-00
978-1-2679-4301-9
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554280
2015
As Provided
JAN2020
No
Information Technology
Prediction
Internet
Computer System Design
Resources
Yoas, Daniel W.
Dissertations/Theses - Doctoral Dissertations
English
Researchers have spent years understanding resource utilization to improve scheduling, load balancing, and system management through short-term prediction of resource utilization. Early research focused primarily on single operating systems; later, interest shifted to distributed systems and, finally, into web services. In each case researchers sought to more effectively use available resources. Since schedulers are required to manage the execution of multiple programs every second, short-term prediction has focused on time frames ranging from fractions of a second to several minutes. The recent increase in the number of research studies about web services has occurred because of the explosive growth and reliance on these services by most businesses. As demand has moved from static to dynamic content, the load on machine resources has grown exponentially, periodically resulting in temporary loss of service. To address these short-term denial-of-service issues, researchers have tried short-term prediction to manage scheduling of service requests. What researchers have not considered is that the same methods used for single step short-term prediction can also be used for long-term prediction if a coarse granularity of samples is used. Instead of using one or more samples per second, a coarser aggregate of minutes or hours more accurately emulates the long-term patterns. This research has shown that simple moving averages and exponential moving averages as a prediction technique can be used to more accurately predict hourly, daily, and weekly seasonal patterns of resource utilization for web servers. Additionally, this research provides a foundation where using a resource prediction within a confidence interval range could be more useful to an administrator or system software than a single prediction point. When the focus shifts to a range, a set of probabilities can establish normal function within that system. For distributed systems, it will provide the ability to notify other systems when resource utilization is no longer normal before that system is unable to issue a notice of overloading. For web systems it can be used to provide a warning, permitting the instantiation of a second system to begin load balancing during unscheduled heavy loads. In both cases, the availability of the system can be improved by predicting a resource utilization level and the confidence interval within which that resource use has historically fallen. [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.]
ED552284
Using Forecasting to Predict Long-Term Resource Utilization for Web Services
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-2679-0664-9
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552266
2015
As Provided
JAN2020
No
Acceleration (Education)
Reading Programs
Computer Assisted Instruction
Rural Education
School Districts
Educational Indicators
Federal Programs
Quasiexperimental Design
Longitudinal Studies
Reading Improvement
Standardized Tests
Reading Achievement
Achievement Tests
Reading Tests
Regression (Statistics)
Vocabulary Development
Program Effectiveness
Program Implementation
Hunter, Teresa A.
Dissertations/Theses - Doctoral Dissertations
English
In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of proximal development. The overall research question for this quasi-experimental, longitudinal study was whether AR impacted students' reading change scores on a standardized test over a 2-year period. Reading achievement data of students in 4 elementary schools were gathered for 2 years. Data consisted of scores from the reading portion of the Measures of Academic Progress achievement test. Seventy-four students from 2 schools participated in AR for 2 years, while the control group--72 students from 2 other schools--did not participate in AR. Data were analyzed using multiple regression, controlling for the effects of gender, special education status, gifted and talented education participation, Title I participation, and English language learner status. Findings showed the AR program had a significant direct impact on vocabulary score changes from 2009 to 2010 but a significant inverse impact on overall reading and vocabulary score changes from 2010 to 2011. Because the district under study is relying on AR to improve student outcomes, the project for this study was an evaluation report including an evaluation of the effectiveness of AR. An action plan was also provided to investigate the level of AR program fidelity to identify possible reasons for this study's unexpected results. Positive social change implications include providing research-based data to school administration to inform curriculum and professional development and improve student outcomes and school performance targets. [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.]
ED552285
The Effect of Accelerated Reader on Reading Scores in a Rural School District
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-2679-0985-5
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552499
2015
As Provided
JAN2020
No
Teaching Methods
Rural Schools
School Districts
Barriers
Technology Integration
Technology Uses in Education
Faculty Development
Case Studies
Teacher Competencies
Teacher Improvement
Creative Activities
Creativity
Cooperative Learning
Writing Assignments
Brynteson, Kristin
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Teachers in K-12 schools are constantly being challenged to find new and engaging ways to teach students and help them gain the proficiencies needed to be successful in school and the world around them. During the 2010-2011 school year six teachers in a rural Midwestern school district were asked to implement a new six week digital story creation activity that included research, writing, artistic expression, technology and student collaboration activities. A support system was developed to provide the teachers with just-in-time access to resources, information, and personal support as they implemented the activity. The purpose of this study was to explore the following questions: 1) How effective did the teachers believe the available supports were in overcoming barriers to technology integration? 2) How did the teachers use the available supports as they prepared for and implemented the DSC Activity? and 3) How did participation in the supported professional learning activity impact these teachers? For this exploratory examination a participant observer case study approach was used. Data analysis revealed that a combination of online and face-to-face support elements was successful in providing the teachers with the support they needed to implement the digital story creation activity. Analysis also shows a positive change in the participating teachers' comfort level with and willingness to include technology in their classrooms as well as activities that address students' multiliteracy skills. The utilization of an online support system was effective in meeting the professional development needs of the teachers in the study. [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.]
ED552286
Supporting Curricular Innovation through Multiple Resources
ProQuest LLC
Ed.D. Dissertation, Northern Illinois University
2012-00-00
978-1-2679-0693-9
195
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552275
2015
As Provided
JAN2020
No
Women Administrators
College Administration
Motivation
Success
Experience
Qualitative Research
Phenomenology
Interviews
Observation
Content Analysis
Leadership
Nakitende, Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to discover and understand the experiences that influenced women to obtain and persevere in leadership roles in higher education administrative positions. The results enhanced understanding of what motivates women to pursue leadership positions and provided strategies for career advancement and leadership development. This study recognized challenges facing such women, as well as their tactics for overcoming them. This qualitative phenomenological research study discovered and explored the phenomena as lived and experienced by the participants (Creswell, 1998). The purposely selective sample included 11 women in senior/executive positions in higher education administration. Utilizing a triangulation technique, the researcher collected multiple sources of data, including interviewing, observations, and document analysis. Findings reveal that the participants were intrinsically moved by a great desire to make a positive difference, to help others, to achieve personal growth and development, and to create and support the organization's mission and vision. An array of extrinsic motivational factors such as academic training and qualifications, mentors, role models, affiliation, promotion, feedback, recognition, and family support were also identified. To succeed in their careers, the participants identified self-knowledge, strong relationships, self-confidence, faith, mentors, networking, and humor as assets. When faced with complex challenges, they took time to meditate, reflect, consult, and pray before making decisions. These and other attributes explored proved vital for their career success. This study results supported motivational and leadership theories of Maslow's (1954) Hierarchy of Needs Theory, Burn's (1978) Transformational Leadership Theory, and Bandura's (1986) Self-Efficacy Theory. [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.]
ED552287
Senior Women Leaders' Motivation and Success in Higher Education Administration in the United States
ProQuest LLC
Ph.D. Dissertation, Cardinal Stritch University
2012-00-00
978-1-2679-1176-6
536
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3552631
2015
As Provided
JAN2020
No
Instructional Leadership
Teacher Persistence
Teachers
Faculty Mobility
Teacher Empowerment
Educational Innovation
Professional Identity
Interpersonal Relationship
Conflict
Teacher Participation
Response Rates (Questionnaires)
Holliman, Stephanie Layne
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Elementary Secondary Education
Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in complex organizations and a significant predictor of retention. This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organizational commitment at six K-12 sites in one Midwestern state. Of 2,732 teachers invited to participate, 1,463 completed the survey, for a total response rate of 54%. Overall, there was substantial evidence supporting a relationship between organizational commitment and empowerment, innovation, and professionalism. There was also some evidence of a contextual relationship between organizational commitment and perceived levels of conflict and participation. Increased conflict in varying relationships resulted in decreased organizational commitment, and increased participation in varying situations resulted in increased organizational commitment. This study's exploration of organizational commitment may inform administrative practices designed to target teacher attrition. Educational leaders may utilize the results to better understand issues concerning teacher retention and attrition and thereby improve teacher working conditions, and strengthen the educational environment for students. [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.]
ED552288
Exploring the Effects of Empowerment, Innovation, Professionalism, Conflict, and Participation on Teacher Organizational Commitment
ProQuest LLC
Ph.D. Dissertation, The University of Iowa
2012-00-00
978-1-2679-0195-8
204
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3551998
2015
As Provided
JAN2020
No
Response to Intervention
Preservice Teachers
Student Attitudes
Pedagogical Content Knowledge
Program Implementation
Teacher Education
Reliability
Student Surveys
Likert Scales
Scaffolding (Teaching Technique)
Individualized Instruction
Formative Evaluation
Student Teaching
Elementary Secondary Education
Jepma, Carrie Dannelle
Dissertations/Theses - Doctoral Dissertations
United States (Northern Great Plains)
English
Higher Education
Postsecondary Education
Elementary Secondary Education
Response to Intervention (RTI) is a model for providing instructional and scientific-based interventions to all children who struggle. RTI uses data-based decision making for the interventions, instructional evaluation, intervention intensity and length of time, and evaluation and recommendations for any adjustments needed in instruction in both the problem-solving and standard protocol models. The difference between the two models of RTI is that the interventions are individualized for each student in the problem-solving model, but not the standard protocol model. RTI has been used by schools and agencies with research to support that it meets the needs of children and is successful when treatment integrity is evaluated. While many studies have been completed on the positive learning results of children served in RTI, few studies have been conducted on inservice teachers' perceptions regarding knowledge and implementation of RTI, and fewer yet have been done on preservice teachers' perceptions of knowledge and implementation of RTI. With some researchers concerned about treatment integrity in RTI, this is an area where further research was needed. The purpose of this current study was to explore preservice teachers' perceptions of their knowledge and implementation of RTI. Specifically, would the number of field placements or the number of specific courses such as special education courses, assessment courses, or the number of methods courses impact preservice teachers' perceptions of their knowledge and implementation of RTI? A Likert-type survey was developed that included 15 questions regarding knowledge of RTI, scaffolding, differentiating instruction, and formative assessment; this survey also included four open-ended questions. Thirty two elementary and secondary preservice teachers from one upper plains university, not included in the current study, participated in the pilot. In this current study, 104 elementary and secondary preservice teachers from three upper plains universities were enrolled. The construct of knowledge by the number of practica and the number of student teaching placements (field placements) were both found to be significant. Also significant were the constructs of scaffolding and formative assessment by the number of assessment courses. No significance was found in the construct of differentiating instruction by either the number of field placements or number of courses taken. These findings suggest that the number of field placements can affect preservice teachers' perceptions of knowledge of RTI, and the number of assessment classes can affect preservice teachers' perceptions of implementing RTI in the areas of scaffolding and formative assessment. [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.]
ED552289
Preservice Teachers' Perceptions of Their Knowledge and Application of Response to Intervention
ProQuest LLC
Ph.D. Dissertation, The University of North Dakota
2012-00-00
978-1-2679-3780-3
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3554001
2015
As Provided
JAN2020
No
Foreign Countries
Partnerships in Education
Educational Improvement
Program Implementation
Observation
Interviews
Surveys
Problems
Schools
Parente, Rafael
Dissertations/Theses - Doctoral Dissertations
Brazil
Brazil
English
The main obstacle for public-private partnerships in their efforts to improve educational quality in Brazil remains implementation -despite, in many cases, extensive support from government officials, educators, and private industry. The challenge of implementing such programs has received little attention from scholars and policy makers. This study addresses this problem by analyzing two Brazilian schools that faced difficult issues while implementing a program, but could somehow achieve interesting results. Data from observations, interviews, surveys, and official documents indicate that each of the schools received additional resources and teacher training and that teachers and students had a positive opinion about the program and its related activities. Throughout the dissertation, I describe how and why complex problems and the lack of appropriate response damaged the partnership's implementation, as well as how diverse solutions were planned and put into action. Finally, I distill lessons learned about the possibilities of public-:private educational partnerships in developing countries and the use